LA 



BOARD OF EDUCATION 

THE CITY OF NEW YORK 



TWENTIETH ANNUAL REPORT 

OF THE 

SUPERINTENDENT 
OF SCHOOLS 

1917-1918 



HIGH SCHOOLS 



ART IN HIGH SCHOOLS 



FARM SERVICE 



'<^^ 




Qass L_ A 33 7 _„ 
Book. N 5" A3 



1^<^4 



BOARD OF EDUCATION 
THE CITY OF NEW YORK 



Twentieth 

cAnnual Report 

of the 

Superintendent of Schools 



1917-1918 



HIGH SCHOOLS 



ART IN HIGH SCHOOLS 



FARM SERVICE 



PRESENTED TO THE BOARD OF EDUCATION 
SEPTEMBER 10, 1919 



PRESS OF 

SLARENCE S. NATHAN, INC. 

NEW YORK. 



Ms A 3 



LIBRARY OF COWQRESS 

DEC 2 9 1923 

\ DOCUMENTS DIVISION 



TABLE OF CONTENTS 



PAGE 

High School Enrollment and Teaching Force 5 

New Sites and Buildings ■ 7 

Consolidation of Jamaica Training School with Brooklyn Training 

School 8 

War Service Training School for Women 17 

New Physical Training Requirements 23 

Work in Hygiene in DeWitt Clinton H. S., Report of Dr. McCarthy. . 26 

Study of Retardation, DeWitt Chnton H. S., Report of Dr. McCarthy 38 

Physical Training in Erasmus Hall High School 39 

Recommendations for Increased Facilities for Physical Training in 

High Schools 40 

Scholarship Results of First Term Pupils, Causes of Failures and 

Treatment 44 

Mr. Bedford on Prevention of Failures with First Term Pupils 48 

The Modern Language Situation 50 

High School Supervision 56 

Need of Supervisors of Commercial Branches and of Science 61 

The Longer School Day 62 

The DeWitt Clinton High School Teachers' Case— Legal Opinions 69 

The McDowell Case — Opinion of Justice Philbin 77 

Lunch Rooms, Receipts and Expenditures 79 

Pre-Graduation Tests in PractSrarEflfeimcy in Jamaica High School. . 82 

Beaver War Garden, Cannery and Luncii.6j Jamaica lligh School. ... 82 

Test in Music Appreciation of. Newtown High School 85 

Who Should Elect Stenography?. . . .^. y ...^:. .:.,. .v." . .%;■*..<; ;' 86 

Rapid Advancement of Pupil^ in High School of Cbirimerce . . ;" 87 

Rapid Advancement of Pupils in Girls High School ,. 87 

Rapid Advancement of Pupils in Mb¥ffsHi^\ Softool . . ." .'t . .1 88 

Report of English Department of Washington Irving High School .... 89 

Economies in Use of Teachers' Time in High School of Commerce . . .• . 91 

Teachers' Salaries 92 

Resignation of Principal Denbigh 93 

Change in Principalship 94 

Acknowledgment of Services of Messrs. Haney, Wright, Wilkins, 

Boylan and Roberts 95 

Report of Director Haney 98 

Report of Acting Director Rexford 112 



November 1, 1918. 
DR. WILLIAM L. ETTINGER, 

Superintendent of Schools, 

Board of Education, N. Y. C. 
Dear Sir: 

Allow me to submit a report on the Division of High Schools 
for the year ending July 31, 1918. As addenda to this report will 
be found the report of Dr. James P. Haney, Director of Fine Arts 
in High Schools, and that of Mr. Frank A. Rexford, Acting 
Director of Farm Service. 

The year 1917-1918 has been most abnormal in that the ener- 
gies of teachers and pupils have been deflected from the ordinary 
routine of school work and have been devoted to the great task 
of helping to win the war. The teachers have sometimes felt 
that their classroom work was too often interrupted. Yet, I 
believe all who have the interests of the schools at heart have come 
to realize that never in the history of public education in this 
city have the schools so completely justified their existence as 
during this past year. Never has the school exercised such a pro- 
found influence upon its students and never have the students 
responded so completely to the stimulus of a unified purpose. If 
the supreme aim of public education be to train our boys and 
girls for the duties of citizenship in a democracy such as has been 
maintained consistently since our first public schools were es- 
tablished, we can rejoice that this past year we have in large 
measure realized this aim. 

In common with all other schools, the high schools have done 
their bit in Red Cross Work, United War Work, Thrift Stamp 
Campaigns and in selling Liberty Bonds and in every other op- 
portunity for war service that has come to them. The story of 
these activities forms a part of the Report of the War Service of 
New York Schools, made by Superintendent O'Shea. Allow me 
merely as Division Superintendent to express my gratification in 



being able to assure you that the high schools, principals, teachers 
and students have seized upon every opportunity for patriotic 
service. May I voice my conviction that the high school teachers 
will realize in the future as never before that they are essentially 
trusted agents of the state whose supreme duty is to take children 
entrusted to them at the most critical period of their hfe and 
build up in them a spirit of sacrifice and of devotion to the com- 
mon good, and cause them to realize that the institutions of the 
country to which they owe so much are worth preservation even 
though such preservation means sacrifice to the utmost. 

HIGH SCHOOL ENROLLMENT 

A study of the following table indicates that since the United 
States entered the world war the high school register has not only 
stopped increasing but has dechned appreciably. This sudden 
decrease in registration will probably be of short duration. 

The opportunities for securing employment in the Com- 
mercial world are fewer than was the case one year ago. This con- 
dition of affairs will undoubtedly tend to increase the high school 
registration. 

INCREASE IN REGISTER 

March Over Preceding March 

Register, 
Year March 31 Increase 

1909 33,016 5,585 

1910 36,592 3,576 

1911 39,535 2,943 

1912 43,802 4,267 

1913 47,836 4,034 

1914 52,674 4,838 

1915 61,735 9,061 

1916 66,203 4,468 

1917 66,237 34 

1918 65,306 931* 



Per Cent of 


Increase 


20.4 


10.8 


8 


10.8 


9.2 


10.1 


17.2 


7.2 


.05 


1.4* 



Decrease. 

Average increase for 10 years, 3,787. 



6 

INCREASE IN REGISTER 

October Over Preceding October 



Year 



Register, 
October 31 



Increase 



Per Cent of 
Increase 



1908 29,184 

1909 33,334 

1910 36,624 

1911 39,336 

1912 43,628 

1913 47,947 

1914 54,766 

1915 63,142 

1916 65,690 

1917 62,571 



Decrease. 



5,673 


24.1 


4,150 


14.2 


3,290 


9.9 


2,712 


7.4 


4,292 


10.9 


4,319 


9.9 


6,819 


14.2 


8,376 


15.3 


2,548 


3.9 


3,119* 


4.75* 



Average increase for 10 years, 3,906. 



AVERAGE DAILY ATTENDANCE — CALENDAR YEAR 



School 
Year 



Average 
Attendance 



Increase 



Per Cent of 
Increase 



1908. . 24,555 

1909 28,412 

1910 31,417 

1911 33,794 

1912 37,239 

1913 41,919 

1914 45,703 

1915 54,057 

1916 56,276 

1917 54,856 



3,857 


15.7 


3,005 


10.6 


2,377 


7.6 


3,445 


10.2 


4,680 


12.6 


3,784 


9.0 


8,354 


18.3 


2,219 


4.0 


1,420* 


2.52 



Decrease. 



Average increase for 9 years, 3,367. 



The following table shows the relative number of pupils and 
teachers in the high schools during the past three (3) years : 











1st 




Lab. 


Cler. 


Lib. 










Register 


Asst. 


Asst. 


Asst. 


Asst. 


Asst. 


Others Total 


Oct. 


31, 


1915.. 


. 63,142 


157 


2195.8 


28 


87 


30 


7 2504.8 


Mar. 


31, 


1916.. 


. 66,203 


155 


2261.8 


31 


94 


31 


6 2578 . 8 


Oct. 


31, 


1916.. 


. 65,690 


160 


2298.2 


34 


96 


32 


6 2626.2 


Mar. 


31, 


1917.. 


. 66,237 


171 


2245.6 


38 


95 


32 


6 2587.6 


Oct. 


31, 


1917.. 


. 62,571 


172 


2234.8 


37 


98 


35 


6 2582 . 8 


Mar 


31, 


1918.. 


. 65,306 


169 


2260.4 


39 


■ 101 


35 


6 2610.4 



The passage by the New York State Legislature of the Welsh 
Physical Training Law made necessary the appointment of fifty- 
three (53) additional teachers of physical training during the past 
year. By careful management, it was possible to supply these 
additional positions in physical training without materially in- 
creasing the total teachers employed. 

This decrease in register comes at a most opportune time 
since no new high school building has been opened during the past 
year and none has been begun. The crowded conditions of our 
schools, which have necessitated double and over-lapping sessions, 
have been continued, but with the decrease in enrolhnent have not 
grown worse. The enlistment of so many teachers in the various 
war activities has accentuated the scarcity of teachers due to 
economic conditions. This scarcity of teachers would have seri- 
ously crippled our high schools if we had had this past year the 
normal increase of from three to four thousand students. When 
peace comes and the cost of living falls, we shall probably have a 
great increase in the number of students seeking admission to 
high schools and the temptation of high wages will no longer exist 
to draw pupils away from the upper grades. Conditions in high 
schools will then become critical. 

Immediate steps should be taken to obtain funds from the 
Board of Estimate for the acquisition of sites and for the erection 
of buildings for high schools for which recommendation was made 
last year. Allow me to again urge that a site be obtained for the 
Julia Richman High School, somewhere east of Park Avenue, 



between 59th Street and 90th Street, and that an appropriation be 
requested sufficient to erect a building which shall accommodate 
not less than 3,000 students in a single session. May I again 
recommend that the Board of Education request funds on which 
to build on the Pennsylvania and Dumont Avenue site in Browns- 
ville a school which shall accommodate not less than 3,000 pupils 
both boys and girls. The Washington Heights school which was 
designed to be an independent high school, but which was made 
an annex to Morris High School, should be organized at an early 
date as a high school for the northern section of the city, and for 
this school a site and building should be secured in order to meet 
the needs of this prosperous and rapidly growing section of the 
city. These seem to be the most pressing needs for high schools. 
As soon as the finances of the city permit, provision should be made 
for a technical high school for boys in The Bronx, and for a com- 
mercial and technical high school for girls in Brooklyn. The 
The Manual Training High School in Brooklyn, which now offers 
courses to both boys and girls, should, upon the adoption of the 
proposed technical course, become a school for boys only. 

Provision has been made to relieve the overcrowding in the 
Bryant High School and the Newtown High School, but nothing 
had been done to reheve the situation in Jamaica. With the com- 
pletion of the new elevated lines which furnish easy transporta- 
tion from Manhattan and Brooklyn to Jamaica, the population 
of Jamaica will rapidly increase and especially the school popula- 
tion. Permit me, therefore, to renew my recommendation that 
the Theory Department of the Jamaica Training School for 
Teachers be consoHdated with the Brooklyn Training School, 
which can be easily reached from Jamaica, and that the building 
thus freed be made the main building of the Jamaica High School. 
There is room for the pupils in the Brooklyn Training School. 
This merger would result in a saving of nearly $40,000 a year and 
with little hardship to the training school pupils, would be of the 
very greatest service to the pupils of high school age in Jamaica. 
On the training school site, which is ideal, there is room for large 
extensions of the building. The people of Jamaica would soon 
come to realize the wisdom of this merger when once made, and 



the tax payers would be saved the large expenditure necessary 
in the near future for the accommodation of the high school 
pupils. 

CHANGES IN THE COURSE OF STUDY 

The war has brought home to us this past year among other 
things (A) the need of definite, purposeful training for citizenship; 
(B) the modification of our courses of study so as to make our 
high schools more vocational in character. 



A — TRAINING FOR CITIZENSHIP 

In order to give the pupils in the high schools a clear un- 
derstanding of just why we are at war with Germany to the end 
that their cooperation ^vith the Government may be based on 
enhghtened judgment as well as on a passionate loyalty to country 
and devotion to duty, a committee of history teachers under the 
direction of District Superintendent Roberts has prepared a most 
valuable pamphlet entitled, ''The World War, A Syllabus for 
Use in the High Schools of the City of New York." The teachers 
who prepared this pamphlet were: Anne T. Bridgeman, Morris 
High School, Matthew L. Dann, Richmond Hill High School, Irwin 
S. Guernsey, DeWitt Clinton High School, Fayette E. Moyer, 
DeWitt Clinton High School, Helen G. Preston, Ne^^i:o^^^l High 
School, Wilham W. Rogers, Curtis High School, Mabel Skinner, 
Washington Irving High School, Mary J. Way, Girls High School. 
The pamphlet is designed to serve as the basis of systematic in- 
struction for all pupils in the high schools on the causes of the war. 
All who have seen the pamphlet, whether teachers or laymen, 
have been most enthusiastic. There is no doubt that if the high 
school teachers use the material of this booklet \\dth the same 
degree of intelligence that the committee has show^n in the selec- 
tion and adaptation of the material, few pupils will fail to have a 
clear conception of the reasons why this great struggle arose and 
what its significance for us is. Our boys and girls must gain such 
a conception if our country is to"" receive from them and their 
parents intelligent, enthusiastic and devoted support for this 
war for which all must make so many sacrifices. 



10 



AMERICAN HISTORY AND CIVICS REQUIRED 

During the past year it was noted that it was possible for 
students to be graduated from some technical courses without 
having studied American History and Civics. This subject, 
to be given five periods a week for one year has been made a 
requirement for graduation from every course in the high schools. 



MODERN EUROPEAN HISTORY REQUIRED 

Because of the belief that the United States has now become 
a world power and that our isolation was therefore of the past, 
the requirements for graduation from the general course in high 
schools was changed so as to make Modern European History 
since 1760 for three periods a week a requirement for graduation, 
the requirement to be in effect for students graduating in June, 
1920. Ultimately a full unit of five periods a week for a year, or 
three periods a week for two years, should be a requirement for 
graduation from all four-year courses. 



ECONOMICS 

As an offset to the radical theories which are being preached 
in some of our newspapers and by the soapbox orators of the East 
Side, and to give our boys and girls some understanding of the 
industrial forces which dominate our modern fife, a course in 
Economics of five periods a week for at least one half year should 
be made a requirement for graduation from all four-year courses 
and from all three-year commercial courses. The chief reason 
why such a course has not been required heretofore has been the 
difficulty of securing properly equipped teachers. It is evident 
that we can no longer postpone the introduction of this work 
but must allow the demand to create the supply of teachers. 
Economics in many schools is assigned to the history teachers. 
It does not follow that the teacher of history is necessarily the 
teacher with the temperament and type of mind most needed for 
this work. Economics is essentially a science. It should be taught 
as systematically and accurately as mathematics. In my own 



11 

experience I have found teachers of biology and teachers of mathe- 
matics who, after a few weeks of teaching economics, have devel- 
oped into strong teachers of that subject. A man or woman who 
has been trained in scientific methods and who has a vital interest 
in industrial and social movements will very soon cUscover that 
the methods he used in teaching science will prove effective in 
teaching the new subject. He needs but to master the new sub- 
ject matter. This subject should therefore be required for 
graduation. 

COMMUNITY CIVICS 

Even though the graduate of the high school be required to 
have studied Modern European Historj-, American History and 
Civics, and Economics in the last two years of the course, yet 
the problem of training for citizenship has not been met. More 
than one half of those who enter the high schools do not remain 
for the third and fourth years. Consequently training for citizen- 
ship should be given in the first two years. To this end, the Board 
of Education on recommendation of the Board of Superintendents, 
has authorized in all high schools beginning September, 1918, an 
elective course in Community of Local Ci\'ics, to be given five 
periods a week for a year. A similar course has been given in the 
High School of Commerce for many years and has been offered 
in the Julia Richman High School this past year. As soon as 
teachers have been developed for this work, a methodology 
established and a syllabus formulated. Community Civics should 
be made a required subject for all first year students for at least a 
half 3' ear. 

ELEMENTARY GENERAL SCIENCE 

The course in First Year Biology has been in a state of con- 
stant modification since its introduction in the high schools 
twenty-one years ago, the aim of such modification being to 
adapt the course to the needs and interests of city boys and girls. 
Notwithstanding those modifications, it is still an open question 
whether biology is the best first-year science course for them. 
Throughout the high schools of the country there has been a 
general feeling that a course in elementary general science would 



12 

be best adapted to the needs of first-year high school pupils. The 
Board of Education has, therefore, authorized a five period 
weekly course in elementary general science for first-year students, 
to be offered as an elective, beginning September, 1919, in all 
schools which have teachers who are interested in this subject 
and equipped for teaching it. 

TYPEWRITING 

Typewriting to be given either three or five periods weekly 
has also been authorized as an elective for the first-year in the 
general course as well as in the commercial course. As rapidly 
as typewriters can be obtained, this course will be opened in all 
schools. This change has been made in response to the growdng 
conviction that typewriting is almost as essential to the youth of 
today, no matter what his prospective vocation, as penmanship. 

B CHANGES IN THE DIRECTION OF VOCATIONAL TRAINING 

For years past, graduates of the elementary schools have 
turned aside from the high schools which offered a thorough train- 
ing for business to take short intensive courses in private business 
schools, which would fit them quickly to earn a living. There 
seems to be no valid reason why provision should not be made in 
the high schools for such pupils. A committee of teachers is 
busied with the preparation of unit courses in business subjects 
for pupils entering the high schools, and it is expected that the 
courses will be in operation, if the Board of Education approves, 
in February, 1919. 

The principal and teachers of the Manual Training High 
School have been at work for the past year on a revision of the 
course of study for that school so as to convert it from a manual 
training course to a real technical course which shall not only 
fit boys for entrance to the various technical schools but shall 
also equip those boys who do not plan to enter college for service 
directly upon graduation in various technical trades and other 
vocations. This revised course will be submitted to the Board of 



13 

Superintendents early in the fall and should be ready for opera- 
tion in February, 1919, if approved by the Board of Education. 

COURSE OF STUDY OF JULIA RICHMAN HIGH SCHOOL 

The principal and teachers of the Julia Richman High School 
after long and thorough study of the problem of training girls 
for business, have submitted a revised course of study which was 
adopted in June last to be effective in September, 1918. The aim 
of the revisers has been (1) to make the business subjects the core 
of the course in the belief that these subjects can be so taught 
as to yield not only knowledge and technique but also a large degree 
of culture and general training; (2) to make the work largely 
elective by groups so as to allow a girl to concentrate her training 
on one line which prepares her for a definite occupation. For 
example, a proper selection of courses will give a distinct secre- 
tarial course, another elective group, an accounting course, still 
another grouping, a salesmanship course. 

This last course has been made possible by the introduction 
of courses of salesmanship in the high schools. This subject has 
been added to the subjects for which licenses are issued. An 
examination has been given, an eligible Kst created, and teachers 
of salesmanship were appointed in June last to take effect in 
September, in the Julia Richman High School, Ne\\i30\vn High 
School and Morris High School. 

FARM SERVICE WORK 

The farm service work which has been so efficiently con- 
ducted by Mr. Frank Rexford of Erasmus Hall High School, is 
our most thorough going example of high school work becoming 
vocational in character. A full report by Mr. Rexford of this 
remarkable achievement of our high school teachers and students 
forms a separate section of this report. I know of no more credit- 
able service ever rendered by members of the teaching staff than 
this Food Production Movement carried on by Mr. Rexford and 
his fifty co-workers. The success of this experiment may well 



14 

lead to the development of systematic courses in agriculture in our 
city high schools. 

THE WAE SERVICE SCHOOL FOR WOMEN 

Early in the spring of 1918, the Board of Superintendents 
referred to me the proposal of Prof. Louise M. Webster of Hunter 
College, to have the Board of Education take over and operate 
the summer high school which she had conducted on a fee basis 
for several summers in the building of the Washington Irving High 
School. I suggested to Miss Webster that any funds at the dis- 
posal of the Board of Education ought rather to be used in training 
women for various positions in the government service since we 
were informed that thousands of stenographers, typists, filing and 
bookkeeping clerks were needed at once if the various depart- 
ments were not to be seriously crippled. As this need for clerical 
help was being investigated, we discovered that there was also a 
great need for nurses' helpers to take the place of the trained nurses 
who were being summoned to war service. We were further as- 
sured that such nurses' helpers could be trained in an intensive 
course of eight weeks. As the needs were discovered to be so 
urgent, the following report was prepared and submitted to the 
Board of Education on May 10, 1918: 

"On May 10, 1918, The Board of Education referred to the Board of 
Superintendents the revised plan for a summer high school for girls in 
the Washington Irving High School, submitted by Miss Louise Webster. 

"When Miss Webster's original plan was submitted to the Board of 
Superintendents it called for a summer high school for girls already 
enrolled in our high schools who wished to make up deficiences in work 
or to anticipate the work of the coming term. Your Committee sub- 
mitted a report to the Board of Education stating that in their judgment 
any funds that were available for summer work should be employed 
distinctly for war service. Since j^our report was submitted Miss Web- 
ster and your Committee have had several conferences on this matter 
and your Committee has come to the conclusion that there is real need 
this summer for a summer high school of a highly specialized type which 
shall enroll selected women of sufficient maturity and established ability 
for extensive courses that shall prepare them for government service 
along the following lines: 



15 



"Work at Washington. — Stenographers, typists, bookkeeping clerks 
and filing clerks. 

"The United States Civil Service Commission assures us that despite 
all their efforts and the holding of examinations in all parts of the coun- 
try the work of the department at Washington is being crippled through 
the lack of such competent help. These positions for which we would 
prepare carry salaries of $1,000 to $1,400 per year. High school grad- 
uates and college graduates who have an adequate mastery of English 
can be trained for these positions in a summer session of eight (8) weeks, 
five days a week, or possibly, five and a half days, running from 9 a.m. 
to 1 P.M. But this work can only be done with selected material by 
experienced teachers of the highest ability. 



B 

"Your Committee learns that the Board of Health, hospitals and 
physicians are calling for nurses and nurses' assistants. Our regular 
nurses are being drawn off for service with the army, leaving the city in 
a condition of actual distress. It is practically impossible at the present 
time for the ordinary person to secure the services of a nurse. An eight- 
week course with clinic and practical work in the hospitals would train 
for home nursing, general convalescent nursing, dietetic cooking, etc., 
thus furnishing aids to nurses who could relieve the more competent 
workers for more serious cases. 

"Inasmuch as the government will employ no girl under 18 years of 
age and demands absolute trustworthiness and a high degree of intelli- 
gence on the part of all whom it enrolls in the service, it is necessary 
that every person enrolled in these courses should be carefully scrutinized 
as to character and ability. Such persons should be required to furnish 
certificates from principals of high schools or college officials or other 
trustworthy persons. The courses should be open not only to the grad- 
uates of our own high schools but to college graduates generally and to 
other women who have the preparation and experience necessary for 
this work. It is needless to point out that these same qualities are 
needed in the case of women who desire to be trained for nurses' aides. 

"The period of eight weeks is a very short time for the preparation 
of girls for this work. It is therefore essential that only our experienced 
and most valuable teachers be selected for this work. In a few cases 
we shall probably find it necessary to enlist the services of teachers not 
in our system notably for training for nursing and possibly for training 
for fifing. 



16 

"Although this service by teachers is to be regarded primarily as a 
patriotic service to the City and the Nation, nevertheless it is desirable 
that these teachers should be well paid for their services in order that 
they may live in comfort during the summer and not be so worn out as 
to unfit them for the work of the coming term. Your Committee would 
therefore recommend that a compensation of $8 per day be paid to these 
teachers, a total of $320 for the season, and that a compensation of $600 
be paid to the person in charge of the work. Naturally, the director will 
find it necessary to spend a large amount of time in preparation for the 
work and in closing up the work after the season is ended. Inasmuch 
as this summer school is to be conducted as a service to the nation and 
only selected girls are to be trained who shall agree to perform the service 
which is the aim of the school, it is desirable that no tuition be charged. 
This will make it possible for us to enroll and retain only those who are 
earnest in their work and who show the necessary ability for that work. 

"The following budget is submitted: 

Salary of Director $600 

Salary of teachers, 20 at $320, for the season 6,400 

Clerk, substitute, 45 days at $5 per day 225 

Janitor service, printing, postage, supplies 1,175 

Total $8,400 

This estimate is based on an enrollment of from 600 to 700 girls. 

"The following resolution is offered for adoption: 

"Resolved, That the Board of Superintendents recommends to the 
Board of Education that, beginning July 8, 1918, a summer 
school to train women for lines of war service as outlined in 
the foregoing part of this report be conducted for a period of 
eight weeks under the direction of the Division of High Schools 
and Training Schools and that the teachers assigned to this 
work be paid as indicated in the budget submitted, and that for 
the expenses of conducting such a summer school the Board of 
Education be requested to make an appropriation of $8,400." 

The Board of Examiners cooperated in rushing through 
eligible lists in the various subjects. Assignments of sufficient 
teachers and nurses were made to take care of some 600 students. 
When the sessions of the school began under the direction of Miss 
Webster on July 8, 1918, instead of 600 students, nearly 1,500 
students applied for admission. Application was made to the 
Board of Education first for $2,500 additional, then for $1,000 



17 



more. With the $3,500 thus provided in addition to the original 
appropriation of $8,400 we were able to take care of the unex- 
pectedly large enrollment. The following report from Miss Web- 
ster tells briefly the story of this very successful experiment. 



REPORT OF WAR SERVICE TRAINING SCHOOL FOR WOMEN 
JULY 8 TO AUGUST 30, 1918 

The War Service Training School for Women was organized 
in response to the nation-wide demand for trained workers. 

The Washington Irving High School was chosen as the most 
central building equipped for commercial work. So great was the 
demand that 180 typewriters and listing and calculating machines 
were borrowed from other schools. 

On July 8, 1918, there were 1,024 appUcants for admission. 
During the week of July 8, the registration increased to 1,463. 
After July 15, none were admitted except to the speed stenography 
and advanced typewriting classes. 

Three systems of shorthand were taught: Isaac Pitman, 
Gregg and Stenotypy. The students were permitted to choose 
their subjects, the program offering three periods (60 minutes each) 
of shorthand and one of typewriting; two periods of any two of 
speed stenography, speed typewriting, elementary typewriting, 
bookkeeping, commercial arithmetic, accounting, filing and 
cataloguing, use of other office machines. 

The students of the eleven stenography classes (4 Gregg, 7 
Pitman) were required to do the most strenuous work. Those 
who were employed during the afternoons found it impossible to 
devote four hours a day to home study. On July 22 I met this 
condition by transferring these students to two hours typewriting 
and two hours office practice or bookkeeping. 

I appointed Mr. Beygrau chairman of the Gregg section, and 
Miss Ruggeri chairman of the Pitman. Weekly conferences were 



18 

held, weekly tests were given and program adjustments were 
made upon the basis of results. Students who fell below the 
standard were transferred to a class which by working more 
slowly covered the principles during the eight weeks (2 terms of 
high school work.) This class followed a special program of two 
hours stenography, one hour commercial arithmetic, one hour 
typewriting. 

As Mr. MargoHes, the clerk, had had teaching experience he 
took Mr. Beygrau's and Miss Ruggeri's classes in typewriting 
one hour a week. This allowed a general exchange of instructors 
giving every class the benefit of chctation by many voices. 

At the close of the session the results were uniform, all students 
writing 60 words, the majority 70 words, about 20% writing 80 
words with ease. My conclusion is that if the session could have 
been lengthened into ten weeks at least 75% of the stenography 
students would have reached the 80 word standard. While I 
have no statistics on which to base my opinion, I am convinced 
that the stenotype class attained a better speed than either the 
Gregg or Pitman workers. Mr. Manhoff was a most energetic 
teacher and the Stenotype Company was generous in offering 
every opportunity for practice on the 35 machines they loaned 
to the school. 

Regarding the relative merits of the Gregg and Pitman systems 
— the Gregg classes completed the principles and reached the 
40-word speed about a week earlier than the Pitman. The returns 
of the Civil Service test have not come, nor do I consider that 
that report would be specially valuable, as the best workers 
(about 65) in both sections left during the seventh week, not 
being able to withstand the temptation of a lucrative salary. In 
making a similar trial I would ask for the two systems. I believe 
a Pitman class could reach the 100- word standard in the same 
time, and I believe the writing is more legible. 

Reahzing that extra time spent in typewriting would be 
profitable, I asked for and secured the services of three teachers 



19 

for two afternoons of each week beginning July 22, 1918. As 
the gymnasiums and lunchrooms were each fitted with 60 machines 
all students of the stenography classes who wanted extra instruc- 
tion in typewriting were formed into three classes, each meeting 
t\vice a week (four hours) . Three of the six typewriting rooms of 
the Washington Irving High School were used four afternoons 
each week for unsupervised practice. 

Mr. Williams, in his course of 160 hours in accounting, four 
hours dail}^, completed four years work. Mr. Greene covered the 
entire high school course in bookkeeping in three hours a day; in 
his one hour course he gave the essentials of commercial arithme- 
tic to several classes of typists. All the other classes were on a 
two hour basis, thus allowing a choice of two subjects. Mr. Bald- 
win gave voluntary service on Friday afternoons to a large class 
of students Avho could not secure typing as a regular subject. 

One of the features of the school was the great number of 
students who were employed in the afternoons. I was in touch 
^vith many firms who needed "part time" workers. They were 
wilhng to pay at the rate of 76c an hour. This amounted to $15 
or $18, in some cases to $20 a week. I could not supply the 
demand for stenographers, typists and file clerks. All results 
point to the fact that a school of this type is needed in New York 
City. I suggest an organization giving courses of two, four, six 
or eight hours a clay for a session of eleven weeks uninterrupted 
h>y registration or examination — a week for registration and ex- 
amination, followed b}^ a week's vacation. Students seeking ad- 
vanced work in stenography, typewriting or bookkeeping could 
attend four times a week, early or late periods, thus giving two 
full days' time and five or six hours four days each week to busi- 
ness. Those taking elementary work could attend four or six 
hours and give some time to business. I believe the typewriting 
rooms ought to be open twdce a week for evenng practice. A 
shifting schedule would permit 2,000 to take advantage of the 
opportunity every thirteen weeks. This represents the training 
of 8,000 workers each year. A completely equipped school 
building is not necessary. Laboratories, reading rooms, an 



20 

auditorium, are not needed for this type of work. Hundreds are 
anxious to become efficient workers, and I trust the opportunity 
may be given them. 

1 take this opportunity to place on record a statement of my 
appreciation of the energetic work and hearty cooperation of 
every member of the staff. The record of attendance, 96%, 
shows the students' enthusiasm. 



HOME NURSING COURSE 

Two hundred sixty-eight apphed. Of these one hundred 
forty asked for the X-Ray work, so important for the army 
surgeons' assistants. I was obhged to hmit the class to 37 and 
Dr. Louise C. Ball, who had charge of this section selected those 
who had the best equipment in education and experience. Fif- 
teen were college graduates, others had completed high school 
courses, all had an equivalent education; four were registered 
nurses; one an ambulance driver. The class took eight hours 
of anatomy with Dr. Sullivan; twelve hours of lecture work on 
X-Ray operating with Dr. Ball; twelve hours of laboratory work 
with Dr. Ball and at least eight hours practical work at the 
Laboratories of Roosevelt, Ear and Throat, and other hospitals, 
whose superintendents and heads of nurses' schools cooperated 
most generously. They attended clinics or lectures, given by 
physicians in charge, and were taught to diagnose X-Ray plates. 

Of the 231 others, fifty-two wanted X-Ray work only, and 
withdrew on July 9. All the others showed enthusiasm and a 
great desire to enter service. Two physicians, a registered nurse, 
and two dietitians correlated their work so that they covered 
the course of the first three months of the regular hospital train- 
ing for professional training, ward observation excepted. My 
object in mapping this course was to enthuse those who had hesi- 
tated about entering the profession and to give to those who were 
barred out of the profession the knowledge which would fit them 
for service in day nurseries, settlement houses, canteen kitchens 



21 

and for emergency and convalescent cases in their homes. Eighty- 
two took the Red Cross examinations in hygiene and the care of the 
sick; seventy-eight passed; twenty-two took the Red Cross 
First Aid examination; all passed. 

In groups of twenty or forty the students, always accom- 
panied by one or two instructors spent the afternoons at hospitals, 
clinics, milk stations and the different departments of the Board 
of Health. This was regularly scheduled work for which Dr. 
Sullivan, Mrs. Heim, Mrs. Hoeg, and Miss Buckley gave their 
services. At the close of the session, a number applied for ad- 
mission to the training schools. 

Letters received from many states show that the women of 
the country are thoroughly aroused to the need of nurses. Many 
ask for courses which would fit them to fulfill the requirements for 
registration at recognized schools. I submit a course which 
meets the Regents requirements in New York State. It differs 
slightly from the prescribed first year high school studies, the 
changes have been made with a view to the needs of the profes- 
sion and the maturity of mind of those who would apply. 

WAR SERVICE TRAINING SCHOOL FOR WOMEN STATISTICS 

July 15 August 30 

Register of school 1,488 1,087 

Number of college graduates 468 

Number of high school graduates 603 

Number who had one year high school or equivalent . . 563 

Number who were employed 356 

Number who had two or more years business experience 406 

Number in Gregg classes, elementary 165 110 

Number in Gregg classes, advanced 38 27 

Number in Pitman classes, elementary 337 260 

Number in Pitman classes, advanced 172 112 

Number in Stenotypy 29 22 

Number in typewriting 558 589 

Number in bookkeeping 201 156 

Number in office practice 152 125 

Number in nursing 189 175 

Number in X-Ray 37 32 



22 

July 15 August 30 

Number of applicants refused 501 

Number of certificates issued 1,420 

Number who held part-time positions 435 

Number who left to take positions 163 

Respectfully submitted, 

(Signed) LOUISE M. WEBSTER. 

The success of the summer school has demonstrated first, 
that there is a real need for such a summer school as a permanent 
part of our school system, a school where women young and mid- 
dle aged, may, by means of short intensive unit courses fit them- 
selves for more effective service. In the second place, it has 
demonstrated the value of intensive training in such subjects as 
stenography and typewriting and bookkeeping. It has seemingly 
proved that our courses in these subjects in the high schools are 
spread too thinly and that we are therefore wasting much time 
and money. Because of this demonstration, a committee has been 
appointed to squeeze the water out of these courses in the high 
schools, and another committee to revise the three years com- 
mercial course after this squeezing out process has been completed. 

Another result has been the construction of the first year unit 
courses in commercial work, a report on which has been made in 
another section of this report. 

Because of the need thus clearly proven and the success 
achieved in temporarily meeting this need, I recommend that 
classes for courses in bookkeeping, typewriting, office practice, 
filing and stenography be organized in the Julia Richman and 
other high schools convenient to the business districts, such 
classes to be held for units of two hours each in the late after- 
noon during the school year. Such classes would meet the needs 
of women who are employed throughout the day but who do not 
find it profitable to attend evening school with the present pro- 
gram of work. 



23 

I would further recommend that provision be made in the 
budget for the operation of a summer school in the Washington 
Irving High School building for the summer of 1919, which shall 
offer not only intensive courses in business subjects similar to 
those provided this past summer but which shall also furnish to 
the regular high school pupils an opportunity for making up the 
subjects they have failed to pass during the preceding term and 
of anticipating subjects of the coming term. Such opportunities 
have been offered by the summer high schools operated by Miss 
Webster as a private venture. Two summer high schools were 
conducted by the Board of Education in the summer of 1912. 
Every summer hundreds of our high school pupils who remain in 
the city are eager for the opportunity. Money spent for this 
purpose would bring large returns in making it unnecessary for 
pupils to waste a half year in repeating work and thus establish 
a habit of failure. 



THE NEW PHYSICAL TRAINING REQUIREMENTS 

During the past year, the various high schools have been 
experimenting in an effort to cany out the provisions of the 
Welsh Law and the provisions adopted by the Board of Regents 
which sought to effect the purposes of this act. In New York, 
we sought to carry into effect the maximum provisions of the 
act. To do this, required (a) five periods a week of physical 
training and supervised recreation, (b) the setting up exercises 
between recitations, (c) the daily health inspection (d) system- 
atic instruction in hygiene each week. 

No high school has had sufficient gymnasium accommoda- 
tions to provide for all its pupils a daily period of phj^sical train- 
ing or recreation; but many of the schools have met the require- 
ment by the use of play grounds or armories. It had been 
expected in the spring of 1917 that every armory in the neigh- 
borhood of a high school could be used for this physical training 
work but the use of armories for direct war purposes interfered 
with this plan. The armory in Flushing has been used through- 



24 

out for this work, enabling the school to give its students a daily 
period of physical training; and the 23rd Regiment Armory in 
Brooklyn has been used by the Girls' High School for the greater 
part of the year. 

I submit a report from Erasmus Hall to show what can be 
done by a physical training teacher who has energy and organiz- 
ing power in utilizing the playground for physical training pur- 
poses. It is to be hoped that in the future more of our physical 
training teachers will see the desirability of taking their pupils 
into the open whenever possible for this physical training work. 
It is encouraging to see that the physical training teachers are 
more and more introducing the play element into the daily pro- 
gram. This will inevitably lead to a greater use of the outdoor 
gymnasium. 

I visited a high school on a warm spring afternoon this past 
year and found the teacher conducting his class in physical train- 
ing in a dirty auditorium, poorly ventilated, although just a few 
feet away was a large athletic field in good condition on which 
some boys of the morning session were training for track and 
playing other games. In my own experience, I have found it 
difficult to induce the physical training teachers to depart from 
the routine of the regular gymnasium work. We are just begin- 
ning to realize the possibilities of physical training in making 
over the youth. The new requirements of a daily health inspec- 
tion and the teaching in hygiene will, it is to be hoped, open our 
eyes to the duty we owe these boys and girls in the matter of 
physical reconstruction — a work which naturally falls to the 
physical training department. 

As an illustration of what ought to be done in every school in 
this city, allow me to submit the report of the work, accomplished 
this past year, in carrying out these two requirements by the 
department of hygiene in the DeWitt Clinton High School in 
cooperation with the physical training department — the joint 
work being under the direction of Dr. John D. McCarthy, acting 
chairman of the Biology Department, who has studied for several 



25 

years the connection between the physical condition of the child 
and his mental development and progress in school. A-fter read- 
ing what has been accomplished in one school, I feel sure you will 
be convinced that this same kind of work should be carried on 
in every high school; that to this end there should be a school 
physician in each school and that to bring about a greater degree 
of efficiency throughout the schools, a l:)ureau of hygiene or physical 
reconstruction should be established. Such a })ureau should have 
as its director a man who, because of his knowledge of boys and 
girls as a teacher and his studies of this interrelation of the phys- 
ical and the mental life of the child, shall be able to train our 
teachers to detect those pupils whose seeming dullness is due to 
physical conditions which are remediable, and who shall also be 
able through cooperation with the clinics, hospitals and special- 
ists, to arrange for treatment for those children who need it and 
who, for want of it, are impeding the progress of the other pupils 
and wasting their own lives. 

A similar discussion was made in a recent report of the cor- 
rectional work of the department of physical training of Wash- 
ington Irving High School. Results in this field, however, need 
to be repeatedly brought to the attention of our high schools, 
since reconstruction work is so vital to the welfare of the students 
and at the same time, with our present equipment and teaching 
force, is so difficult of accomplishment. 



26 



REPORT ON THE WORK IN HYGIENE, 1917-1918 
DeWITT CLINTON HIGH SCHOOL 

BY 

John D. McCarthy, Chairman of Department 

The Welsh-Slater Law, passed by the State Legislature in 
1917, called for (1) more work in Physical Training, (2) for a 
yearly medical examinalion, (3) for instruction in Hygiene, and 
(4) for a daily hygiene inspection. The first type of work was 
attended to by the Physical Training Department, the second 
by the Department of Hygiene and Physical Training, and the 
third and fourth by the Department of Hygiene. 



ORGANIZATION OF SUBJECT MATTER 

The work of the Department of Hygiene was greatly facili- 
tated by the action of the Principal in having the subject put in 
the curriculum, as a regular one-period subject which each boy 
was required to take. Exceptions to this rule were made in the 
case of pupils taking Biology, who were excused from taking 
Hygiene for the term during which they were' taking BioLgy. 
Inasmuch as the work was new, it was considered inadvisable to 
attempt to grade it and arrange for different kinds of work each 
term. To have done this would have been to increase the diffi- 
culties of the Program Committee and also the difficulties of the 
teachers of Hygiene. 

It was considered better to arrange the work in a three-year 
cycle — since the boys of only the last three years were taking it — 
and to attempt to adapt the work to the maturity of the pupils. 
This, we have tried to do, but it is not easily done, since the boys 
in any one Hygiene class may be from three or more different 
forms. Still, much more can be done with this problem than has 
beon done up to date. 

It was decided early in the school year to follow, for a time at 
least, the syllabus in Hygiene prepared by the Biology Teachers' 



27 

Association. This syllabus was very suggestive but we found it 
advantageous to deviate from it at several points in order to 
make the work more practical and thus more effective. We have 
made a serious attempt to give the boys something of definite 
value to them — that is, we have tried to give instruction in the 
prophylaxis of disease and also to give definite assistance in the 
removal of physical defects. During the study periods, we have 
used two books, ''How to Live," by Fisher and Fiske, and ''Human 
Mechanism," Part II, by Hough and Sedgwich. 

Much of the information that the boys need is not to be found 
in these text-books and was given by a modified lecture method 
— that is, we encouraged a conversational exchange in the class- 
room, giving the boys an opportunity to contribute the results 
of their own experiences. This method was used particularly in 
connection with the work on "Constipation and Cathartics." 
The text-books generally give no information of value on this 
subject, but the need for it is great. Large quantities of patented 
cathartics are consumed in this city yearly and serious disease 
conditions are produced thereby. The Hygiene teachers gave 
definite information on the use of the five cathartics found in the 
U. S. Pharmacopoea and which can be obtained in a pure state 
from a druggist. These cathartics are castor oil, epsom salts, 
citrate of magnesia, cascara sagrada and calomel. In connection 
with each drug the boys were told the average dose for a child 
and for a person of 16 years (adult); the proper time to take the 
drug; its action; and finally its after effects. Boys were encour- 
aged to confine the use of cathartics to these five (5) drugs. 

The outline of the course for the past year follows: 

OUTLINE OF THE COURSES IN HYGIENE AS GIVEN AT THE 
DE WITT CLINTON HIGH SCHOOL 

I . Posture : 

1. Posture as the cause and effect of disease. 

2. Use of abdominal supports, suspensories, shoulder braces, etc. 

3. Breathing exercises. 

4. Muscle tone. 

5. Weak feet and flat feet. 

6. Corrective exercises. 



28 

II. Breathing and Ventilation: 

1. Importance of proper breathing. 

2. Posture and breathing. 

3. Rapid and slow breathing — their significance. 

4. Adenoids, enlarged tonsils and polyps. 

5. Hygiene of the nose; use of sprays, inhalations, douches, etc. 

6. Skin breathing and the hygiene of the clothing. 

7. Ventilation and mental and physical efficiency. 

8. What constitutes good ventilation. 

9. Methods of ventilating home, schoolroom, etc. 

10. Occupational diseases and the hygiene of the respiratory tract. 

III. Dust and Its Dangers; 

1. Composition of dust. 

2. Dust and disease. 

3. Methods of sweeping and cleaning. 

IV. Foods and Their Uses: 

1. Composition of foods. 

2. Body weight and health. 

3. Diet in youth and in middle and old age. 

4. Use of hard, bulky and uncooked foods. 

5. Vitamines. 

6. Acids and inorganic salts. 

7. Mastication. 

8. School lunch. 

9. Indigestion, hyperacidity, etc. 
10. Food and the war. 

V. The Teeth: 

1. Structure and uses of the teeth. 

2. Diseases of the teeth (tartar, green stain, caries and pyorrhea). 

3. Examination of the teeth. 

VI. Constipation and Cathartics: 

1. Causes of constipation. 

2. Treatment of acute and chronic constipation. 

3. Cathartics — use and abuse: 

(a) Five examples (castor oil, Epsom salts, citrate of mag- 
nesia, cascara, calomel); dosage, time to take each, in- 
dications, action and after effect. 

(6) Practical exercise to disclose headaches, constipation, 
floating specks, etc. 
VII. The Eyes: 

1. Structure of the eyes. 

2. Diseases of the eyes. 

3. Examination of the eyes by means of the Snelling Chart. 



29 

The practical examination of the teeth was made by grouping 
the boys in pairs and providing each boy with a chart of his 
teeth. Each boy was at the start either examiner or patient. 
The examiner recorded on the patient's chart the dental defects 
found. This examination was checked up by the teacher who 
also did everything possible to make sure that no contagion 
would spread by this exercise. The chart given below indicates 
just what was done here. I wish to make acknowledgment to 
Dr. Hunter for suggestions in regard to this part of the examina- 
tions. In all 2,326 boys were examined and the results of the 
examinations are given below: 

Number of boys examined 2,326 

Number whose teeth showed tartar 501 

Number whose teeth showed green stain 345 

Number whose gums showed pyorrhea - 313 

Number whose teeth showed large cavities 1 047 

At this point, Dr. L. L. Palmer of the Physical Training 
Department manifested a desire to take part in the work. The 
Principal approved his wish and he took a very active part in the 
dental work from that time forward. He first took all of the 
dental charts and appointed office hours during which he saw 
those boys who were in need of early treatment. He volunteered 
to give his lunch periods three days a week and also Saturday 
A. M. to professional work at the Vanderbilt Clinic for the boys 
of this school. Each boy desiring his services was required to 
file with him beforehand written permission signed by the parent 
to have the work done. In order to allow the boys a choice in 
the clinics of the city, a mineographed list of the New York City 
clinics was prepared, a copy of which was given to each boy. 
Although boys were encouraged to patronize the private dentists, 
many of the boys could not afford to pay the exorbitant fees of 
most dentists and so considerable attention was paid to the public 
clinics. So far, I have heard of no complaints of the clinics but 
the boys are, on the contrary, much pleased with their work. 
As each boy had work done, he filled out a dental card giving 
information as shown below. These cards were filed with Dr. 
Palmer. Up to date, he has received 746 of them, indicating 



30 

that at least that number of boys had dental defects remedied 
between the dental examination of March 1st and that of June 
1st. Boys were told at the conclusion of the first dental exami- 
nation that a second examination would be given at the end of 
three months. This second examination was given June 1st- 
10th, and the names of those boys who still had dental defects 
were taken and by the authority of the Principal, those boys were 
notified that if the dental work was not completed in five days, 
they would be reported as having failed to comply with the 
State Law on Physical Training (Part C) and therefore would fail 
in Hygiene. This caused a stampede to the offices of dentists 
and to the clinics as a result of whcih 200 additional boys had 
their teeth treated, making a total of over one thousand. This 
left a residue of 200 boys who apparently could not be forced to 
have the work done this term. Pressure will be brought to bear 
on them next term. 

The work was now developing into a series of drives on phys- 
ical defects that interfere with scholarship. The next drive was 
on diseases of the digestive system — particularly on indigestion, 
hyperacidity, constipation and autointoxication. After prelimi- 
nary instruction (indicated in the syllabus) the boys wrote out 
answers to questions on a mineographed sheet supplied them. 
These sheets were collected and turned over to Mr. Worth, who 
offered to make a special study of the subject and give the boys 
advice or to indicate or arrange treatment at the Vanderbilt 
Clinic. Mr. Worth reports that he selected 100 of the worse 
cases and gave advice to seventy-five of them. He further 
reports that the seventy-five followed the treatment indicated 
and showed improvement. 

The next drive was on the eyes. Dr. Mason had already 
done a great deal of work on the eyes of the incoming boys and 
had made a special study of the subject. He was asked to take 
charge of this part of the work and to indicate lines ofprocedure 
and methods of examination. Dr. Mason was much interested 
in the work and was very helpful to all of us. The examination 
showed that many of the boys were badly in need of treatment. 



31 

So far about one hundred boys have had their eyes examined. 
Further on all will bo required to have a further exmination, if 
one is needed before admission into the hygiene classes in 
September. A list of clinics was given to each boy. The results 
of the eye examination are tabulated below. 

Number of boys examined 1,350 

Number showing defective vision* 400 

Number who, up to date, have had treatment 100 

* Dr. Mason finds that 337^ of the entering boys need glasses. Our 
figures show that 16% need them. Evidently 16% get glasses before they 
come to Hygiene. 

DAILY MORNING HYGIENE INSPECTION 

The organization of this feature of the work was not easy, 
partly because the section officers' period does not come until 
the end of the second period. There is always the difficulty of 
getting persons, who are untrained in hygiene to take an active 
interest in the work. On the invitation of the Principal, I at- 
tended a meeting of the First Assistants and explained the matter 
to them and made a plea for their assistance. The following 
week, on the invitation of Dr. Paul, Dr. I. Goldberger of Dr. 
Crampton's office, came to a Faculty Conference and explained 
the object of the daily morning Hygiene inspection. Some of the 
teachers expressed interest in the work and subsequent develop- 
ment showed that they were willing to take more than apassive 
interest in the work. The means of organizing the inspection 
by the Section Officers is indicated in the following sheet of 
directions. 

NOTICE TO SECTION OFFICERS 

''By provisions of the Welsh Law, each section officer is called 
upon to make a daily morning inspection in hygiene for (a) evi- 
dences of unhygienic living, (b) disease symptoms, (c) physical 
defects. To relieve the section officer of the routine part of this 
work so far as possible, it is requested that in each section a 



32 

student hygiene inspector be appointed whose duty it will be to 
assist the section officer in this work. Section officers will please 
send to Mr. McCarthy before May 18th, the names of the hygiene 
inspectors and will ask the inspectors to meet Mr. McCarthy in 
Room 314 during Assembly on May 24. You will find accom- 
panying this sheet notices from Dr. Crampton's office which 
describe (1) the purpose of the daily morning hygiene inspection, 
(2) disease symptoms, (3) report sheets which are to be sent to 
Dr. Morse in Room 317 during the section officers' period in 
case boys needing medical attention are present. It will not be 
necessary for the section officer to determine the nature of the 
illness but simply to report that the boy presents symptoms. In 
case the boy needs immediate medical attention, he should be 
sent immediately to Dr. Morse. Teachers should be constantly 
on the lookout for cases of defective eyesight or hearing in their 
classes. The hygiene teachers recently made an examination of 
the teeth of the boys. This examination of the teeth disclosed 
the fact that 35% have tartar, 75% show symptoms of pyorrhea, 
45% show cavities. 

During the past six months, several cases of severe, nervous 
and mental derangement have been found among the boys. 
Teachers should report any cases of this sort to Mr. McCarthy 
who will arrange proper examination or treatment. Mr. Mc- 
Carthy would also be glad to have the teachers report to him the 
names of any boys who are suspected of mental deficiency or 
boys who have been unable to get hold of themselves sufficiently 
well to enable them to do classroom work of at least passing 
grade. 

A special arrangement has been made with the Vanderbilt 
Clinic so that boys from this school may have direct attention. 
The staff of the Department of Neurology is especially at the 
disposal of boys of this school for the examination and treatment 
of nervous and mental disorders. 

The teachers of the Department of Biology and Hygiene are 
ready to help the boys with any matters pertaining to their 



33 



physical well being. Dr. Mason is always at the service of the 
boys for corrective eye work and Dr. Palmer for corrective dental 
work. Mr. Hunter or Mr. McCarthy will be in the Biology office 
(Room 321) during the section officers' period and their time will 
be at the disposal of the students." 

Accompanying this sheet of instructions were the following 
sheets— the first describing and explaining disease symptoms that 
might be observed among the boys and the second providing for a 
report on any cases found. 



SYMPTOMS OF ILLNESS IN CHILDREN WHICH SHOULD BE 

OBSERVED BY SCHOOL TEACHERS AND THEIR 

SIGNIFICANCE 

Any deviation from the normal in a previously healthy child 
should always be regarded with suspicion. 

Children with the following symptoms should be referred to 
the school Health Officer unless otherwise indicated. 

General Symptoms: 

The beginning of most children's diseases show one or more of the fol- 
lowing symptoms. Depending upon the severity of the symptoms, the 
pupil should be separated from others and watched, sent to the Health 
Officer, or sent home to the parents with a written explanation. 

Disinchnation to study or play. 

General malaise. 

Drowsiness. 

Cheeks flushed or pallid. 

Fever. 

Chills. 

Vomiting. 

Special Symptoms: 

Cough — may indicate : 
Bronchitis. 

Simple cold in head or throat. 
Tuberculosis (if continued over a long period). 
Cases of measles. 



34 

Special Sym ptoms — Continued: 

Cough — may indicate — Continued: 
Cases of whooping cough. 

Children who sneeze or cough should be taken from their regular 
seats and isolated, or excluded, if necessary. This is most im- 
portant for these and other diseases are spread by sneezing and 
coughing. 

Loss of Weight (imperfect nutrition) may indicate: 

Tuberculosis (if associated with shght fever, pallor, swollen gland of 
the neck, limping or pain in the region of the spine). 

Pallor indicates: 

Anaemia (impoverished blood). 

Shortness of Breath may indicate : 

Heart trouble — if lips and finger tips have a tendency to become blue. 
Lung trouble — if cough is also present. 

Frequent Requests to leave the Room — may indicate: 
Bowel trouble. 
Kidney trouble. 
Bladder trouble. 
Local uncleanliness. 
Bad habits, often caused by a condition known as phimosis. 

Restlessness — may indicate : 
Lack of sleep. 
Lack of proper food. 
Constipation. 
Mental defectiveness. 

Functional nervous disorders (St. Vitus' dance), especially if asso- 
ciated with shrugging of shoulders and head, fluctuations of the eyes, 
hands, or feet. 

The student hygiene inspectors showed keen interest in their 
work. The position of inspector was particularly attractive to 
boys who were planning to take up medicine or dentistry. The 
boys appointed for this work simply assisted the section officer 
and it was not intended, of course, that the section officer should 
be relieved of the responsibility for the work. Dr. Morse, the 
school physician, reports that the number o'f patients coming to 
him increased perceptibly about the time that the Daily Morning 
Hygiene Inspection was instituted. With this year's experience 



35 

in mind, the daily inspection should be begun much earlier an- 
other term and taking advantage of a suggestion of Dr. Hunter 
— the student inspectors should be organized into a Hygiene 
Squad. 

COOPERATION BETWEEN THE SCHOOL AND THE CLINICS 

One subject in which I have been particularly interested is 
the matter of the clinic in its relation to the school. I do not 
believe that educators have appreciated the opportunities that 
lie here. Dr. Grossman in his recent book, 'The Exceptional 
Child," calls attention to the need for further cooperation here. 
The clinic is needed by the school for two reasons: (1) because 
so many boys cannot afford the services of a physician, and (2) 
because the earlier stages of a more insidious disease, particularly 
the nervous diseases, cannot be diagnosed and treated by the 
general run of practitioners. The cooperation with the school, 
I find, is desired by the physicians attending the clinics because 
(1) they come across certain types of cases that ordinarily they 
would not reach, and (2) because they can do real work in Pre- 
ventive Medicine. 

Through the very generous sympathy of Dr. Frederick Tilney, 
Professor of Neurology, Columbia University, this school was 
able to make arrangements with the Vanderbilt Clinic, whereby 
DeWitt Clinton boys could receive diagnosis and treatment. 
According to this arrangement, all boys from this school desiring 
treatment reported to the Neurological Clinic where they were 
met by either Dr. Chas. A. McKendree, or Dr. Frank M. Hal- 
lock, of the Department of Neurology, who diagnosed the cases and 
then referred the boys to the proper department of the clinic. If 
the case was a neurological or psychiatral one, the patient re- 
mained with Dr. McKendree or Dr. Hallock. The only expense 
to which the boys were put was the payment of an admission 
fee of 10 cents, and in one or two cases, the expenditure of a small 
amount of money for some unusual remedy. Boys who needed 
dental work only, did not go through Dr. Tilney 's Department 
but instead went directly to the Oral Hygiene Clinic. Dr. 



36 

Palmer reports that in the past three months 288 boys have 
received dental work at the Vanderbilt Clinic alone. We have 
not yet checked up the number of boys who received eye exami- 
nation or treatment so I cannot give any figures here, nor can I 
say how many boys went to the Vanderbilt Clinic through Dr. 
Morse, as he has no figures available. I personally conducted 
over twenty boys to the clinic. These were special cases for the 
most part, i.e., special cases where an oral history of the case 
had to be given to the examining physician. Several of these 
cases are important enough, I think, to be given in detail in this 
report as they illustrate the need for more remedial work of the 
nature provided particularly at the Vanderbilt Clinic. 

Report on a few of the cases referred to the Vanderbilt Clinic : 



(1) G- 



Sijmptoms — Periods of nervousness come on about every two years and 
last about two months. Feels weak all over. Easily gets excited 
and flushed. 

Diagnosis — Chorea . 

Treatment — Treated by Dr. Hallock. 

Result — Boy reports complete recovery two months later. 

(2) B 

Symptoms — Dizzy in the A.M., nervous and irritable during day, poor 

appetite. Frequently eats no breakfast. 
School Record — An unusually good student. 
Diagnosis — Anaemia, adfenoids and enlarged tonsils. 
Treatment — Adenoids, and tonsils removed, given a tonic. Reported a 

gain of 10 lbs. 

(3) J 

Symptoms — Nocturnal emissions five or six times a week, much wor- 
ried, nervous, and has no energy; cannot concentrate, threatens 
suicide, eyes are listless and puffed. 

School Record — At times, good; of late, poor. 

Diagnosis — Emissions brought on by masturbation. 

Treatment — Given electrical and manual massage of prostate gland and 
vesicles. 

Result — Boy entirely cured in four months. 



37 



(4) H- 



Symptoms — Nervous, worried, and hypersensitive. If he touches one 
side of the face, must touch the other side also; counts windows as 
he passes along the street, any mistake causes worry; one day for- 
got to count window No. 5, which meant that he would die in room 
by that window. If he puts down one mark on a paper, he must 
put down a fourth; this trouble has resulted in failure in several 
examinations because if he made a mistake once, he would deliber- 
ately make the same mistake up to four times. If he eats three 
slices of bread, must eat four. Does not like certain numbers, 
i.e., 3 and 5. Has a code: No. 1 (father). No. 2 (mother). No. 3 
(family), etc. 

School Record — At times, good; at others, bad. 

Diagnosis — Compulsion neurosis. 

Treatment — Psychoanalytic method of Freud. 

Result — Patient improving up to June 1st. At that time, Dr. Hallock 
enters the Army and patient goes all to pieces. Fails in all 
examinations. 



(5) X- 



Symptoms — Continuous headache for 43^ years. 

Diagnosis — He was given every possible kind of examination but the 
cause of the trouble was not discovered. 



(6) J- 



Sym-ptoms — Pains in chest for six months, no appetite, loss of weight. 

School Record — Good, at times. 

Diagnosis — Incipient tuberculosis and a spinal nerve pinched between 

two vertebrae. 
Treatment — Medicinal and dietetic; social worker at the Vanderbilt 

Clinic induced family to move out of the tenement into a better 

neighborhood. 



(7) I- 



Symptoms — Paleness; undersized and listless. 
School Record — Fair. 
Diagnosis — Arrest in growth. 

Treatment — Special course in medication; Pituitary secretion admin- 
istered. 
Result — In six months he gained two pounds and grew one inch. 



38 
A STUDY OF RETARDATION 

Retarded pupils are too often classed simply as ''dull." This, 
in itself, means nothing. It is not an explanation — only a de- 
scription. ''Dullness" may be due to actual mental inferiority, 
either hereditary, congenital or acquired, or it may be due to a 
lack of knowledge of English, or to the personality of the teacher, 
or to poor methods of teaching or to various other causes. With 
this in mind, I prepared with the help of Mr. Gombartz the ac- 
companying sheet to be used in the study of backward pupils. 
Mr. Apisdorf examined the term sheets and selected boys whose 
school records had been conspicuously poor. During my free 
periods, I called these boys from their classes and examined them 
singly as indicated by the sheet to which attention has just been 
called. The physical examination was conducted at the Van- 
derbilt Clinic. The Binet Test used was Terman's modification, 
commonly known as the Stanford revision. I found this test very 
satisfactory. As a result of giving these tests, I was able to say 
in some cases to the teachers who had reported the boys as "dull" 
that they were boys of better than average ability. In one case, 
the boy had grown nearly twelve inches in twenty months and, 
as a consequence, lacked nervous control. In one other case, the 
boy was found to be blind in one eye; in another, the boy told 
me that he could not sleep at night as he had a fear of suffoca- 
tion. An examination at the Vanderbilt Clinic showed that he 
had a suppurating bone in his nose and that the pus and catarrh 
thus formed was dropping into his throat. In addition, this boy 
was found to be deaf in one ear. In still another case, the Binet 
test showed the boy to be distinctly above the mental average 
for his age. Investigation showed that he had made an excellent 
grammar-school record, but that he had gotten into bad company 
and had recently been caught in a crap game. He may be a 
case of a square peg in a round hole; that is, it is possible that 
he belongs in a technical school. I felt that this might be an 
opportunity for cooperation with the Bureau of Vocational 
Guidance and so have reported the case to Mr. Delaney and I 
hope to arrive at some conclusion, as a result of the conference, 
that will be of value to the boy. 



39 



I should like to have done much more with the Psychological 
Clinic, but I found that ten boj^s were all I could handle with 
the other work that needed my attention. 



THE FULFILLMENTS OF THE REQUIREMENTS UNDER THE 
WELSH LAW IN ERASMUS HALL HIGH SCHOOL 

Although this school has no gymnasium for boys, it has a 
sufficient campus for the training of all of them when the weather 
allows of outdoor exercises. The result has been that in the 
supervised recreation, we have been able to put into games every 
boy in school three days every week, and in addition to that, we 
have had athletic contests of various kinds during the noon 
periods, so that there is not a single student in this school at 
present, either boy or girl, who does not get athletic training 
every day of the week during the good weather. We feel that 
the introduction of this policy has interested great numbers of 
students in their physical well-being as never before, and that 
the whole idea of a few picked boys or girls to play in games 
while the rest applauded has been overthrown in favor of a more 
general athletic activity. I give a typical program of Playground 
Games. 

Volley Ball Dodge Ball Swat the Fly 

Centre Ball Snatch the Club Poison Snake 

Black and White Indoor Baseball Chinning 

Track Athletics: 

. Sprints Jumping (standing and running) 

High Jump Discus Throwing 

Shot Put Pole Vault • 

Hurdle Relay Races 

During the physical training period, sixteen teams of fifteen 
boys each have been in action. The winning team of each class 
represents that class on the noon hour athletic schedule. 

As there are seven classes of physical training a day, it is 
evident that this year we have had 112 teams which have played 
indoor baseball at least three periods a week. 



40 

The noon hour athletic scheme has been a remarkable success 
in arousing enthusiasm. 

The work of the girls, both indoor and outdoor, has resulted 
in the first Girls' Field Day — in which one thousand contestants 
took part. 

INADEQUATE FACILITIES FOR PHYSICAL TRAINING 

The following report of Director Crampton on facilities for 
physical training in high schools shows the difficulties incurred 
in trying to carry out the requirements of the Welsh Law and 
the provisions that need to be made for high schools if the law 
is to be completely enforced. 

"A careful study of the physical training in the high schools has been 
made. It is apparent that they lack facihties to give all of the students 
physical training in accordance with the law. This fact is of great 
moment. The law requiring additional physical training was passed 
by the representatives of the people, who, experiencing an awakened 
realization of the inadequacy of the provision for the development of 
health and vigor, made their wishes known for the benefit of their children. 

"I wish respectfully to urge upon you the fact that physical training 
is not only pre-military training, acknowledged by all to be of the great- 
est importance and value as a military asset, but is the essential foun- 
dation of efficient citizenship. And it is being neglected. 

"In spite of the fact that there are competing claims of great urgency 
for the consideration of elementary school buildings, and the provision 
of adequate play and physical training facilities for these schools, yet 
the claims for consideration of the high school children are urgent, and 
not to be denied. These students are closer to the firing line, and need 
our most devoted effort. 

"Some of the conditions in the high schools are little short of scanda- 
lous. These facts have been repeatedly called to your attention during 
the last two years. The facilities were inadequate and inappropriate for 
physical training previous to the enactment of the Welsh Law. 

"After repeated consultations with the principals, with members of 
your Board, with the Building Department and with others, Dr. Way 
has prepared, in conference with me, the enclosed recommendations. 
They are approved by the principals and urged by them. They 
are based upon their registers as of March 31. With certain excep- 
tions noted in the report, the adjustment is made to a program of eight 
periods a day. The minimum floor space for pupils, i.e., 36 square feet, 



41 

is taken as a basis. If more space could be provided, it would be well, 
for, with a minimum provision, minimum results accrue, and the maxi- 
mum is desired and indicated." 

SUMMARY OF REPORT 



*Regis- Re- Pres- Addi- 
School ter quired ent tional Reconnnended 



MANHATTAN AND THE BRONX 

1- Clinton 4,000 18,000 8,580 9,500 Acquire property west of 

school and build. 

2. Commerce 2,046 9,225 4,939 4,300 Improve playground as 

recommended and ap- 
proved by the Board of 
Superintendents, Nov. 
22, 1917. 

3. Stuyvesant 4,423 14,400 9,800 4,600 Erect two additional 

gymnasiums of the roof 
each 60 x 40. 

4. Morris 4,000 15,000 7,200 7,800 Erect buildings for Phys- 

ical Training on pres- 
ent site. 

5. EvanderChilds... 2,000 9,000 4,000 5,000 1. Utihze part of lunch 

room as temporary 
gymnasium. 2. Ac- 
quire additional land 
and erect building con- 
taining gymnasium. 

6. Wadleigh 2,477 11,600 5,774 5,826 Change suitable class- 

rooms into gymna- 
siums. 

7. Washington Irving 5,350 16,200 12,087 4,200 Enclose present roof 

playground. 
8.Juha Richman 3,580 New building. 

BROOKLYN 

9- Boys' 2,610 11,700 8,000 3,700 1. Cover roof of present 

auditorium. 2. Acquire 

land west of building 

and erect gymnasium. 

10. Manual Training.. 2,610 11,700 4,160 6,540 Erect two gymnasiums 

on present i^lay ground. 
* Register is of main building only. 



42 



*Regis- Re- Pres- Addi- 
School ter quired ent tional Recommended 

BROOKLYN — Continued 

11. Erasmus Hall 3,271 14,850 7,987 Erect additional building 

as recommended and 
approved by Board of 
Superintendents, Nov. 
22, 1917. 

12. Commercial 2,895 13,050 8,630 4,420 1. Erect gymnasium on 

roof. 2. Acquire prop- 
erty west of school and 
build gymnasium. 

13. Eastern District. . 1,930 9,000 8,630 .... 

14. Bushwick 9,993 9,000 5,400 3,600 Erect gymnasiums ad- 

joining the present 
building or construct 
additional gymnasiums 
on present roof. 

15. New Utrecht 734 3,300 .... 3,300 Erect gymnasium build- 

ing on present site. 

16. Girls' 2,200 12,150 2,100 10,050 Three-story building in 

North Court. 

17. Bay Ridge 1,711 7,300 4,200 2,050 Acquire land south and 

across the street and 
build gymnasiums. 

QUEENS 

18. Bryant 1,235 5,550 None 5,550 Planned and authorized 

addition. 

19. Newtown 1,300 5,850 None 5,850 Planned and authorized 

addition. 

20. Flushing 1,001 4,500 4,081 419 No recommendation at 

present. 

21. Jamaica 1,080 4,660 None 4,660 Build two gymnasiums in 

present yard. 

22. Richmond Hill.... 1,500 6,750 None 6,750 Erect building with two 

gymnasiums on pres- 
ent ground. 

23. Far Rockaway . . . . 401 1,800 3,174 .... Cover area between wings 

for playground. 

24. Curtis 964 4,338 None 4,338 Addition authorized. It 

should contain requis- 
ite space." 

* Register is of main building only. 



43 
SUMMARY OF REPORT 

Wherever we have been able to carry out the provisions of 
the Welsh Law and give the pupils one period daily of physical 
training, an improvement of the physical condition of the pupils 
has been noticed. It is evident that the recommendations of this 
report are most timely. We have come to realize as never before 
the value of sound bodies as a national asset. When we are 
spending billions for war, we should be able to find money as a 
war measure for providing the facilities for physical" training, 
without which our boys and girls will not be equipped for the 
nation's service. For this program a large amount of money 
will be needed. It should be provided even though the legisla- 
ture must be invoked to authorize the issue of bonds. 

From Table "A" we note that of 12,115 pupils who entered 
the high schools in September, 1917, 705 (1 of every 17 pupils) 
did not pass a single subject, that 916 passed but one subject 
and that 1,349 passed but two subjects. A total of 2,970 pupils, 
or one in four of those who entered failed to complete more than 
50% of the prepared subjects on their programs. A fair state- 
ment would be that one-fourth of all the pupils who entered the 
high schools in September, 1917, met with failure in the first six 
months of high school. The question then arises, where lies the 
responsibility? For the 705 pupils who failed in every subject, 
the high school teachers can hardly be held responsible. Under 
the law of averages, it is hardly likely that any boy would draw 
four poor teachers at one time unless the high school principal is 
following the course against which he has been warned again and 
again, namely, placing his inexperienced and less competent 
teachers, especially substitutes, in charge of first-term classes. 
Any principal who follows this procedure is running into disaster 
with his eyes open. The same judgment may almost as safely 
be passed concerning the 916 pupils who passed in but one sub- 
ject. It is hard to avoid the conclusion that these 1,621 pupils 
were graduated from the elementary schools without being 
trained how to study and without sufficient grounding in the 
elements of school training to permit them to pursue with profit 



44 



TABLE "A" 

SCHOLARSHIP REPORT OF FIRST TERM PUPILS, ALL COURSES, IN ALL 
HIGH SCHOOLS 



(Furnished by Statistical Bureau) 



January, 1918 



June, 1918 



Subject 



Num- Per 

ber Cent 

of Passed Failed Pass- 
Pupils ing 



Num- Per 

ber Cent 

of Passed Failed Pass- 
Pupils ing 



English 

French 

German 

Latin 

Spanish 

Mathematics 

Science 

Bookkeeping 

Mechanic Arts 

Sten. and Typewriting. 

Domestic Art 

Penmanship 

Community Civics (H. 

S. Com. Econ.) 

Manual Training 

Sewing 

Commerci'l Geography 
Business Forms and 

Penmanship 

Pen. and Bookkeeping. 
Vocational Studies .... 

Typewriting 

Cooking and Sewing . . 



12,025 

2,480 

1,473 

2,709 

4,694 

11,286 

8,265 

2,547 

449 

450 

190 

1,286 



74 
95 
65 



10,088 

1,716 

1,105 

1,898 

3,348 

8,445 

6,723 

2,228 

414 

397 

180 

1,063 



65 
91 
54 



1,937 

764 

368 

811 

1,346 

2,841 

1,542 

319 

35 

53 

10 

223 



9 

4 

11 



83.911,901 
69.2 2,814 

75.0 524 

70.1 3,648 
5,494 

10,664 
7,335 



71.3 

74.8 
81.3 

87.5 
92.8 
88.2 
94.8 
82.7 



87.8 
95.8 
83.1 



859 
915 
238 
151 
915 

592 
5 



295 
902 
134 
261 



9,963 

1,803 

430 

2,216 

3,912 

7,998 

5,891 

783 

815 

184 

138 

815 

550 
3 



280 
768 
125 
202 
25 



1,938 
1,011 

94 
1,432 
1,582 
2,666 
1,444 

74 
100 

54 

13 
100 

42 
2 



15 
134 

9 

59 

5 



83.7 
64.7 
82.1 
61.7 
71.2 
75.0 
80.3 
91.4 
89.1 
77.3 
91.4 
89.1 

92.9 
60.0 



95.9 

85.1 
93.3 

77.4 
83.3 



Totals 48,048 37,815 10,273 78 . 6 47,647 36,903 10,774 77 . 4 



training in more advanced subjects. The primary remedy for 
this condition is not the one so often suggested, an examination 
for admission to high schools. The remedy lies rather with the 
district superintendents who, on the basis of the reports, regu- 
larly sent them from the high schools, should call to account the 



45 



TABLE "B' 



NUMBER OF SUBJECTS PASSED BY PUPILS OF FIRST TERM WHO ENTERED HIGH 
SCHOOLS SEPTEMBER, 1917, AND FEBRUARY, 1918 

JANUARY, 1918 



















Average 




Number 


4 










Total 


Subject 


Courses 


of 
Pupils 


or 
More 


3 


2 


1 





Subjects 
Passed 


Passed 
per Pupil 


General .... 


. 5,755 


3,157 


1,087 


653 


453 


405 


17,648 


3.1 


Commercial. 


. 4,964 


2,893 


974 


543 


353 


201 


15,933 


3.2 


Technical . . . 


765 


537 


120 


48 


33 


30 


2,631 


3.4 


Manual .... 


581 


232 


109 


100 


72 


68 


1,527 


2.6 


Homecraft . . 


50 


20 


16 


8 


5 


1 


149 


3.0 


Totals. . 


. 12,115 


6,839 


2,306 


1,349 


916 


705 


37,888 


3.1 








*TUNE, 1918 












Number 












Total 


Average 

Subjects 


Courses 


of 
Pupils 


4 or 
More 


3 


2 


1 





Subjects 
Passed 


Passed 
per Pupil 


General . . . . 


. 5,797 


2,993 


1,092 


741 


539 


367 


17,269 


2.9 


Commercial. 


. 5,024 


2,822 


1,053 


573 


335 


239 


15,928 


3.2 


Technical . . . 


934 


652 


183 


49 


13 


37 


3,269 


3.5 


Manual. . . . 


92 


55 


14 


11 


9 


2 


293 


3.2 


Homecraft . . 


36 


17 


6 


5 


3 


3 


99 


2.8 


Cooperative 


67 


16 


18 


12 


12 


9 


154 


2.3 


Totals. . 


. 11,950 


6,556 


2,366 


1,391 


911 


658 


37,011 


3.1 



* Entered February, 1918. 



principals and teachers who graduate these poorly equipped 
pupils. A secondary remedy would be an earlier sifting of the 
pupils by the principals of the high schools so that these poorly 
prepared pupils may be placed in classes which will move at a 
slower rate, taking possibly three terms to complete two terms' 



46 

work or even two terms to complete one term's work. Just as 
we advocate rapid advancement classes for the bright pupils, so we 
should advocate slow advancement classes for the subnormal 
pupil. The present method of allowing such pupils to fail and 
then repeat the work in the same kind of class as before is most 
wasteful. My experience convinces me that for the great major- 
ity of pupils repeating work is ineffective, in many cases disastrous. 
The habit of failure once formed in school may attend the pupil 
through life. If the high school principals and teachers would 
make it their first business to plan slow advancement classes for 
these slow or lazy pupils, I believe a considerable proportion of 
them could be saved to complete the high school course but not 
in four years. 

For the 1,349 pupils who passed in but two subjects, a large 
share of responsibility must rest with high school teachers, espe- 
cially with the teachers of certain subjects. In January, 1918, 
of every 100 pupils who studied French, 31.8 failed to pass, nearly 
1 in every 3; of every 100 who studied Latin, 30; of Spanish, 
28.7; of mathematics, 25.2. If our soldiers in France had shown 
the same record of failure to carry out successfully the tasks 
assigned them, the war would still be going on. If our losses in 
battle had been so great during the same six months, our generals 
would have been court-martialed for inefficiency. Such a record 
cannot be defended. 

The figures for June are even more deplorable. In French, of 
every hundred pupils, 36.3 failed; in Latin, 39.3; Spanish, 28.8; 
mathematics, 25. This is a veritable slaughter of the innocents. 

What then is the remedy? It is certainly not one of arbi- 
trarily lowering the passing grade or accomplishing the desired 
result by promoting the unfit. Such methods ultimately impair 
the characters of the teachers and pupils and render effective 
work in such schools almost impossible. 

Under our elastic requirements for graduation from high 
school and the resulting free election of subjects it is possible for 



47 

a student to avoid those subjects for which he lacks aptitude and 
interest. It is time we frankly recognized 'that some pupils are 
so devoid of an ear for language sound, so deficient in ability to 
detect word relations and word formations that for them progress 
in language studies entails a consumption of time and energy 
which is not warranted by the resulting gain. In fact, for many 
of these students there is no resulting gain but rather a positive 
loss by reason of the habit of failure established. Many of these 
students can be detected early in the term by the observant 
teacher and assigned to other subjects. The most urgent need 
in our high schools today is an effective test for language ability 
by means of which those doomed to failure could be deflected 
into other subjects when first they enter the high schools. This 
subject is discussed elsewhere in the report by Mr. Wilkins. 

The great majority of pupils do have language sense and yet 
they fail because of poor administration and poor teaching; 
because of poor administration inasmuch as pupils of diverse 
ability are grouped in the same language classes and the pace is 
set for the median pupil; because of poor teaching, since the 
teacher who has adequate grasp of the subject matter and even 
a very considerable mastery of method is obsessed by that most 
fatal delusion that it is his imperative duty to cover that por- 
tion of the syllabus assigned for the term no matter what hap- 
pens to the pupils. It is trite to say that the business of the 
teacher is to teach the pupil by means of the subject, not to 
teach the subject and above all not to teach the syllabus, which 
is but an aid to the teacher and never an end in itself. The 
tyranny of the syllabus could well be investigated by our various 
teachers associations. As I have talked with teachers I find 
them fatalistic in this matter of the failure of pupils. In lan- 
guage work from 25% to 35% of the pupils seem to be foreor- 
dained to failure; in algebra a little less, and yet there are teachers 
who year after year manage to promote 85 to 90 per cent of their 
pupils and these pupils sustain themselves in the advanced work. 
It is time that every high school principal recognizes that a 
record of 30 per cent of failures for a department in the first 
term of the high school is a disgrace to the school, that it is a 



48 

sign of incompetence on the part of some one, that this condition 
can be remedied and that it is his business to remedy it. Pupils 
are not sent to us to develop habits of failure but habits of suc- 
cess. The situation indicated in Tables '^A" and "B" is so serious 
as to demand radical action. There are no fixed restrictions as 
to content, scope, methods or ground to be covered in any sub- 
ject. Instruction must be adapted to the particular student. 
Our task is to teach John Smith, a very real boy, not the average 
boy, not the hypothetical boy. The administration problem of 
grouping students of like fitness is difficult but more can be done 
than has been done heretofore. But the remedy is, in the last 
analysis, one of teaching. If all our teachers could teach and 
would teach as some teachers do in every subject and in every 
school, the failures would be few. The first step toward reform 
is for every principal and for every teacher to realize that, as a 
general rule, high percentage of failures term after term means 
poor teaching and a poor school. Having once realized this 
both principal and teacher will seek for the causes of this poor 
teaching and then for the remedy. 

When principal of the DeWitt Clinton High School, I dis- 
covered that Mr. Bedford of the Department of Biology had a 
very low percentage of failures among the first-term pupils as- 
signed him. I learned further that it seemed to make little differ- 
ence whether we assigned Mr. Bedford the best section in the 
class or the poorest section. He seemed to bring nearly all to a 
passing grade. I recently looked at his record of promotions of 
first-term pupils and found that for January, 1913, 5% failed; 
June, 1913, 9%; and January, 1914, 8.8%; whereas, as cited 
above in June, 1918, 19.7% for the entire city failed to be pro- 
moted in biology. 

I have asked Mr. Bedford to tell me how he obtained such 
results with the poorly prepared students we assigned him. His 
answer is as follows: 

"In my work with first year pupils, I have used no special methods 
but have only attempted to apply those principles which are generally 
recognized as governing good teaching. 



49 

"My guiding idea has been, not to lose 'contact' with the thinking 
of the pupils. As soon as a break between the student's train of thought 
and that determining the development of the lesson occurs, the lesson 
has ended so far as any value to the pupil is concerned. Teaching over 
the heads of the puj^ils is not teaching. 

''The pupils' interest and ability to understand, not the logical 
arrangement of material and the teachers' idea of what the pupils should 
get, should dominate the lessons. This does not mean that the course 
is to be a haphazard one, wandering first this way and then that way 
because of chance or irrelevant suggestions of pupils. The skill of the 
teacher is tested by his ability to subordinate incidental to essential 
matters and, by relating the material to the experiences of the pupils, 
to carry forward the work in a definite direction. 

"In order that the 'contact' with the thinking of the pupils may be 
kept, the work must begin with something of interest to the pupils, with 
an endeavor to answer something that they want to know. The solution 
of this problem, in turn, should lead to another problem, so that the 
course progresses from problem to problem, all of which are directly 
connected with his experiences. Work, which if disconnected with 
something the pupils want to know, would be drudgery and done in a 
half-hearted way, is done with enthusiasm when needed to help solve a 
problem. Compelling a pupil to do something for which he sees no 
reason, for so-called discipline, seems to me to be asinine. 

"I cannot carry on a class unless all are working together. Some 
teachers apparently get good results by permitting a portion of the class 
to work at the board while a recitation is carried on with the remainder. 
I cannot get satisfactory results unless every mental step of the recita- 
tion period is followed out by every student. There are times when 
the entire class should be concerned with individual laboratory work 
but even in this work I have had the best results with first year 
classes when, with the material in the hand of each pupil, the laboratory 
work, has been carried on as a class exercise. First-hand knowledge 
which may be obtained both from experiences outside the class room 
and from observations and experiments in the class room or laboratory, 
must be the foundation of the work. Laboratory work, however, unless 
it is undertaken to solve a particular problem, degenerates into busy- 
work and a waste of time. In the same way, the use of charts, lantern 
slides, black-board work and use of text-books must be subsidiary to 
the development of a clear understanding by the pupils. 

Pupils must get a many-sided view of a topic. This is obtained by 
calling on previous experiences to explain the topic in hand and the 
application of the solution of the present problem to the better under- 
standing of previous topics with which it is related. Thus every advance 
lesson is also a review lesson. As the work of the term progresses, be- 
cause of this constant attention to relations, there develops in the minds 



50 

of the pupils, rounded wholes of certain big topics together with their 
relationship with other topics. Reviews, in the way in which they are 
frequently conducted, I beheve, are of very Httle value and even harm- 
ful. ■ Too many pupils fail in examinations because they have consid- 
ered an idea or fact from only one viewpoint and the so-called review 
has been simply a repetition of the old view. These pupils may be able 
to pass an apparently brilliant examination if the questions are made 
by their own teacher but fail miserably, frequently to the surprise of 
their teacher, if the questions, although on the same topics, are made 
by some one else. This will not occur if the pupil has become accus- 
tomed to the many-sided study of a topic and has developed the habit 
of relating the present work to other experiences. 

"1 have endeavored to state two points which have, more than any 
others, governed me in dealing with first year high school pupils: 

1. The pupils must react mentally at every step in the lesson. 

2. The pupils must get a many-sided view of the various topics 
and an understanding of their inter-relationships." 

The thought brought out so strongly by Mr. Bedford that 
''as soon as a break between the student's train of thought and 
that determining the development of the lesson occurs, that 
lesson is ended so far as any value to the pupil is concerned," has 
equal validity for teachers of first-year subjects other than biol- 
ogy. A teacher who is constantly watching the faces of his 
pupils as he conducts the recitation can quickly detect the instant 
that break comes. Teaching a class of forty pupils has 
always seemed to me like driving a team of forty horses with 
forty reins, each of which must be kept taut. The teacher 
so immersed in his subject that he forgets the pupil soon has 
numerous loose reins, soon loses contact with the thinking of the 
pupil, soon has begun to pile up his 30% of failures— his failures, 
not the pupils' failures. 

MODERN LANGUAGES 

For a number of years it has been evident to those engaged in 
high school work that many pupils who elect modern languages 
have no native ability in this branch of study and have wasted 
much time and often much effort in language classes. Expe- 
rienced teachers agree that at least 20% of the pupils who choose 



51 

a foreign language have very little linguistic ability and that for 
them it is time wasted or worse to attempt to learn Latin, French 
or Spanish, or, in the past, German. 

There seem to be but two remedies for this situation, both 
of which look to the elimination of this 20% of unfit students of 
language: (1) a predetermination test as a means of elimination, 
and (2) elimination after a trial period of four or five weeks. 

Professors Briggs and Kelly, of Columbia University, were 
asked the past year by Principal Wolfson of the High School of 
Commerce to institute in the school tests to determine fitness of 
pupils to take up the study of foreign languages. Six tests to 
determine general intelligence, were given in the Annex of the 
High School of Commerce in May 1918, to pupils in the first 
term. These tests were: 1, Opposites test; 2, Briggs Analogies 
test; 3, Substitution test; 4, Learning nonsense syllables; 5, Free 
association; 6, Completion exercise. The results of these tests 
will be compared with the term mark in language to determine 
whether ability to pass these tests also means ability to pass in 
the language work. No conclusions have been made as yet. 
Some of these tests may be excellent, others altogether unsatis- 
factory. The whole matter is in the experimental stage, and it 
may be necessary to work out entirely different tests. The im- 
portant fact, however, is that something definite has been done. 

It is exceedingly difficult to predetermine by any test fitness 
of a student for foreign language study, especially in view of the 
fact that the expert psychologists have so far been unable to 
devise a satisfactory test for memory, which is a considerable 
factor in the mastery of a foreign language. 

In lieu of any such test, it would seem best to permit those 
who so desire to begin the study of a foreign language and to 
continue it for a period of four or five weeks, during which they 
are under close observation and, frequent testing in various ways, 
after which, if they show themselves quite unfitted for this, they 
should be transferred to another subject, such as civics, general 



52 

science, or commercial geography. It is most highly desirable, 
however, that every effort should be made to arrive experimentally 
at an effective elimination test for foreign language study. The 
teacher who devises such a test will render a most valuable service 
to the boys and girls of our city and to the taxpayers of the city. 
The investigations which would need to be made in order to 
devise such a test would undoubtedly shed much light on the 
teaching of foreign languages. What is even more desirable is 
to establish some correlation between the pupil's record in the 
elementary schools and success or failure in modern language 
work in high schools. 

During the past year, the swing toward Spanish has been 
accentuated. This trend away from German, the chief foreign 
language studied in our schools in the past, and toward French 
and Spanish, is clearly seen in the following tables: 

OCTOBER, 1917 

Terms I II III IV V VI VII VIII Total 

French 5,075 2,525 2,644 2,036 1,214 1,024 271 181 14,970 

German 3,151 3,862 3,523 2,846 1,874 1,568 375 312 17,511 

Latin 4,118 3,113 2,731 2,010 1,599 1,271 493 330 15,665 

Spanish 7,776 4,577 1,990 937 615 315 119 46 16,375 

FEBRUARY, 1918 

Terms I II III IV V VI VII VIII Total 

French 6,539 3,981 2,458 2,332 956 851 102 124 17,343 

German 1,097 2,389 2,935 2,705 1,616 1,636 285 293 12,956 

Latin 3,706 3,270 2,851 2,365 1,823 1,655 382 424 16,478 

Spanish 10,309 5,875 2,958 1,567 533 376 77 76 21,771 

The problem created by this situation has been difficult. 
Teachers of German could not well be dropped from the teaching 
staff because there was little demand for German. Many of 
these were the older and more experienced teachers of our sys- 
tem. They were encouraged to prepare themselves in some 
other subject and to secure eventually, in the usual manner, a 
license therein. It was deemed best to allow these teachers a 



53 

reasonable period for this preparation. Then, if they have not 
equipped themselves for other work, it would seem advisable to 
release them from service. A permanent license does not neces- 
sarily mean a permanent post. If the subject in which a teacher 
is licensed ceases to be taught, it has been ruled by compe- 
tent authority that a teacher of that subject may be dropped. 
It is to be said, however, in justice to the teachers of German, 
that with very few exceptions they have shown a willingness to 
prepare in another subject. Many of them have, by work in 
summer schools, university extension courses and by private 
study, fitted themselves to teach other subjects, ranging from 
physical training and hygiene to Spanish and French. Some of 
these teachers have already secured licenses in the new subjects 
and have been appointed therein. 

The Board of Superintendents took action by a vote of 7 to 
2 in May, 1918, to discontinue the teaching of German in all 
schools to the extent that no beginning classes in that language 
should be established in September, 1918. The Board of Edu- 
cation in June, 1918, unanimously concurred in the recommenda- 
tion of the Board of Superintendents. It seems quite probable 
that all instruction in German will terminate in June, 1919. I 
have ruled that German is not necessary for graduation; that 
by allowing one-half unit of credit for each half-year of German 
completed successfully and by adding to the units thus obtained, 
units similarly obtained in the later study of another modern 
language, a pupil may thus be credited with the two or three 
units of language study necessary for graduation. 

The assignment to the office of the Associate Superintendent 
in charge of the High Schools, of Mr. Lawrence A. Wilkins, First 
Assistant in Modern Languages and Chairman of the Depart- 
ment of Spanish of the DeWitt Clinton High School, to assist in 
the supervision of the modern language work in the high schools, 
have been continued. 

Under his direction there has been prepared a syllabus of mini- 
mum work in grammar and reading for each term or half year 



54 

in the study of each modern language. This syllabus, the plan 
for which was first tried out successfully in Spanish, makes for 
uniformity throughout our schools in the minima of grammatical 
material and in the minimum amount of reading to be done. A 
list for each term of tests chosen from the catalogue list of ap- 
proved books is indicated as suitable material from which indi- 
vidual schools may choose. This syllabus, adopted in April, 
1918, by the Board of Superintendents, has served as a model in 
the planning of modern language work in the schools of other 
cities and states. 

He has visited all teachers of modern languages who were 
considered for an award of superior merit, approval of service, 
renewal of license or granting of permanent license and has 
reports of these visits made in detail. One copy is filed with the 
teacher's principal who transmits it to the teacher and one is 
filed with me for my enlightenment. In superior merit cases, a 
copy of his report has been attached to the blank forwarded to 
the Superior Merit Board. 

He has held conference in the schools with teachers imme- 
diately after visiting them, with heads of language departments, 
concerning the problems of the departments, and with principals 
of the schools concerning the same matters. 

He has called in conference from time to time in separate 
meetings the heads of the various languages taught and consid- 
ered with them the problems peculiar to the teaching of the lan- 
guage they represented. All these conferences have resulted in 
an excellent esprit de corps among language teachers — a renewed 
enthusiasm and a whole-hearted coooperation that has been 
particularly gratifying. This has resulted in the face of very 
great difficulties, inherent in the gradual dropping of German 
from the curriculum and the marked increase in the study of 
French and Spanish. 

He has continued to edit and publish monthly, for the bene- 
fit of the modern language teachers, the Bulletin of High Points. 



55 



This bulletin has had very marked professional and inspirational 
value. The editorial, special articles, summaries of the best 
thmgs done, or ^^ligh points," in modern language classes of the 
high schools, and the news and announcements given of matters 
of special interest to language teachers have all had an invaluable 
influence in developing better instruction in this branch of study. 
Letters of approval and appreciation are constantly received, not 
only from local teachers but from educators in many parts of the 
country, in praise of the good effect of the ])ulletin. The history 
teachers are now planning the establishment of a similar publica- 
tion and the modern language teachers of Philadelphia have 
made definite plans to issue a similar bulletin, and one of the 
departments of supervision of the New York State Department 
of Education is contemplating a similar plan. 

In the midst of these fluctuating conditions he has succeeded 
in attracting to the city experienced teachers of Spanish; he has 
assisted the Board of Education in the testing of candidates for 
teaching positions, and while raising the standard of the teach- 
ing of modern languages in our schools, he has won the cordial 
support of the teachers, principals, and examiners with whom he 
has worked. This most vital work must be done by some one. 
The establishing of the position of Director of Modern Lan- 
guages was advocated in annual reports for several years by 
Superintendents Maxwell and Bardwell. The improvement in 
modern language teaching in high schools has abundantly justi- 
fied the cost. To discontinue this work would result in a decided 
lowering in efficiency at a most critical time, when we need more 
than ever the most effective teaching of modern languages in our 
high schools. 

The purely pedagogical and inspirational work so success- 
fully accomplished by Mr. Wilkins deserves full recognition. I 
earnestly urge that because of the need of such leading and super- 
vision, and because of his demonstrated al^ility therein, Mr. 
Wilkins be duly appointed by the Board of Education, Director 
of Modern Languages in High Schools, license for which post he 
holds from the Board of Examiners. 



56 
HIGH SCHOOL SUPERVISION 

Allow me to emphasize the conviction expressed in my report 
of last year that the decrease of failures in high schools, the 
transformation of a habit of failure into a habit of success, this 
resulting conversion of a poor school into a good school, is the 
chief task of every high school principal. To this task, he should 
devote his energies during the school day and not to routine 
duties which can be assigned to subordinates. This past year, 
the position of administrative assistant has been authorized for 
the express purpose of freeing the principal for the purely peda- 
gogical side of the work. Therefore, there is little excuse for the 
principal who maintains he has little time for his duties as prin- 
cipal teacher. He should be found in the classrooms during the 
hours the school is in session, inspiring and guiding his teachers. 
Interviews with teachers and pupils can be postponed till the 
close of school and even parents can be made to content them- 
selves with interviewing the administrative assistant. The great 
obstacle to the vitalizing of our high school teaching is the prin- 
cipal who is unable to delegate responsibihty and authority and 
who therefore is forced to neglect the great opportunity which 
could be his of being the energizing force in every department of 
the school. Such a principal is out of his place in our large high 
schools. The power of delegating work grows with its exercise. 
The principal must learn to deliberately keep out of his office as 
an act of will until he has freed himself from the enslaving clutch 
of the swivel chair. The principal cannot suggest remedies for 
poor teaching unless he knows firstly that there is poor teaching, 
and secondly the causes of that poor teaching. He will discover 
poor teaching not only by visiting classrooms but also by a study 
of comparative ratings of pupils in various subjects. For the 
purpose of such study, the term sheet on which is recorded the 
grades of all pupils in a given section in all subjects is invaluable. 
If the pupils who have identical programs or in large measure the 
same programs are grouped in the same section, a study of the 
term sheet will immediately suggest the question, ''Why in the 
same section do certain boys fail in the same subject while pass- 
ing in all other subjects?" Other pertinent questions will sug- 



57 

gest themselves. Such term sheets are used in most high schools 
but certain conservative principals have not yet seen their value 
and are thus neglecting to use a most valuable tool. 

In the DeWitt Clinton High School, a summary blank is used 
for homogeneous sections which at once brings home the respon- 
sibility for failures especially in first-term classes. 

I reproduce part of such a table. 



FAILURES IN FIRST TERM CLASSES 



O 

Section W 



Officer S English 



1 Kane. . .34 Cohen.. , 
3 Masters. 31 Masters. 

7 Brown . . 35 Cohen. . . 

8 Homans.30 Masters . 



11 James. . .33 Stone. 

12 Stone. ..33 Stone. 

13 Cohen... 28 Cohen. 



1 

1 


(V 


■3 


^ Foreign 
a Lan- 
;^ guage 


1 

S Science 

1 


S 

12; 


(Latin) 






2 Davis. . . 


. 3 Wayne. 


1 


1 Davis. . . 


. 1 Wayne. 


4 


4 Clow. . . . 


11 Molloy. 


5 


6 Clow. . . . 


. 17 Levine. 


7 


(French) 






6 James. . . 


. 4 Marvin. 


10 


2 Tracy. . . 


12 Levine. 


7 


5 Tracy. . . 


13 Marvin. 


16 



Mathe- 
matics 



(Spanish) 
21 Combes. 37 Waters.. 4 Combes.. 4 Levine. 
23 Titus ... 29 Masters . 5 Combes . . 5 Titus . . 
28 Waters.. 37 Waters.. 4 Jacks. . . . 16 Marvin. 



'TS 




T3 


(V 




<i) 


•-^ 


T5 






O 


crt 


\^ 




l^ 


^ 


S 


^. 


-D 




^ 


H 


f? 


s 


;3 


o 


3 


^ 


H 


^ 



Kane. ... 3 9 6.6 

Green... .13 19 15.3 

Kane 4 24 17.1 

Homans. .5 35 28.3 

Kane. ... 4 24 18.1 

Dear 9 30 22.7 

Romans.. 6 40 35.7 

6 Dear 12 26 17.5 

4 Green.. .10 24 20.7 

1 Green.. .12 43 29.0 



327 



39 



86 



71 



(Note. — Names are fictitious.) 



78 274 20.9 



The excuse commonly made for poor results in teaching is 
the poor quality of the pupils in the class. The above table 
enables one to sec whether that excuse can be accepted. For 
example in Sec. 1-3,. with the same group of pupils, Green in 



58 

algebra has thirteen (13) failures as against four (4) in biology 
and one (1) each in Latin and English. In Sec. 1-23, Green shows 
almost as great a disparity. Can Green avoid the conclusion 
that he is responsible for the high percentage of failures? Can 
Clow, Tracy and Jacks evade their responsibility in modern lan- 
guages? It will be further noted that the section officer who 
teaches his class is apt to obtain better results than the other 
teachers of the section due to his more intimate knowledge of his 
pupils. This suggests the thought that the laying down of gen- 
eral principles or rules for making the school program is an essen- 
tial part of the supervising duties of the principal. One of such 
rules should be that pupils having like programs should be grouped 
in the same sections. Another rule should be that one of the aims 
of program-making should be to have each pupil recite in one 
subject to his section officer. He who makes the program largely 
dominates the educational policies of the school. No matter how 
expert the program-maker, he should not be allowed through his 
manipulation of the program-making to nullify the educational 
policies of the principal. This, he often does without the knowl- 
edge of the principal. The principal, therefore, should make a 
study not only of the program of the school of which he is prin- 
cipal but also of those of other schools. With better program- 
making we should gain better educational results. For example, 
with badly balanced classes so that one section in a given term 
of a given section has forty-four (44) while another section has 
twenty-one (21), the pupil period load of 720 may be maintained 
and yet good work with the larger class will be difficult, especially 
in a modern language. Some schools are carrying small classes 
in advanced subjects and then in order to carry the pupil period 
load, they make first-term sections of forty-five (45). Such pro- 
gramming is unfair to the entering students and in the long run 
disastrous to the scholarship and holding power of the school. 

One of the serious weaknesses of the program of schools is the 
assignment of the weaker teachers to the beginning classes in a 
subject so as to save the strong teachers for the classes which 
take the Regents Examinations. Thus, the odd-term classes, 
whether 1, 3, 5 or 7, have the weaker teachers. It is axiomatic 



59 

that the battle for scholarship is fought in the opening weeks of 
the subject — not in the closing. To sacrifice, therefore, the be- 
ginning student in order to make a good record with the survivor 
in the Regents Examination as the result of a patching-up process 
by the better teachers is not a manifestation of good supervision 
by the principal. The present pupil period load of 720 on the 
basis of which the allowance of teachers is made is obtained by 
multiplying thirty-two (32) pupils by 22)/^ periods of teaching 
for the entire school. The recitation classes must average thirty- 
two (32) pupils and the teachers, including the chairman of 
departments, administrative assistants, and all teachers who are 
in charge of special w^ork other than teaching, must average 223^^ 
periods per week of teaching. Although this 720 pupil period 
load need not be made in each department, the tendency of 
principals in some schools is to require this even though a large 
proportion of the extra assignments be given to teachers in one 
department. This results in overloading some teachers with in- 
jurious results to their pupils. The 720 pupil period load of 
necessity calls for twenty-five (25) periods per week of teaching 
by a large proportion of the teachers. Such teachers should not 
be assigned extra duties other than those connected with the 
official class. 

With a good system of programming, carefully supervised by 
the principal, twenty-five (25) periods of teaching per week or its 
equivalent should be the work of the teacher. The energy of 
the teacher should not be expended unnecessarily on patrol 
service, lunch-room duty, etc. In one high school with 140 
teachers, the total number of assignments other than teaching 
was sixty-seven (67) per week — less than a half a period a week 
per teacher. The energy of these teachers was thus saved for 
actual teaching. This conservation of the teacher's energy was 
made possible by the use of pupils in various squads, as the 
Sanitary Squad, the Disciplinary Squad, the Lunch Room Squad, 
Study Hall Squad. This system prevails in a number of schools 
and not only conserves the energy of the teachers but furnishes a 
most valuable training for leadership for the boys and girls who 
are honored by receiving membership on these squads. 



60 

The creation and administration of such systems of student 
cooperation is one of the most important functions of the Uve, 
supervising principal. 

A very able principal in a moment of discouragement once 
said that the principal of a New York High School had but five 
(5) functions left over which he had full control. One was sign- 
ing 'the payroll ; another was sounding the alarm for a fire drill 
and the others were of like character. The fact is that the sum 
total of power for good or ill in the hands of a high school prin- 
cipal was never so great as it is at present in New York where a 
principal supervises from one thousand to five thousand students 
enrolled in courses which are largely elective, and acts as leader 
and director of from one hundred to two hundred teachers, the 
assignment of whose work rests with him and the effectiveness of 
whose service to the community depends largely upon the kind 
of supervision he employs and the quality of leadership he dis- 
plays. 

In addition to this general supervision of the principal, there 
is need in these days of highly specialized subjects, of specialized 
supervision in the technical subjects by men who have expert 
knowledge of subject matter and of the special methods of each 
subject. Under the existing organization of high schools, the 
technical supervision is carried on by the chairmen of depart- 
ments, who for the most part are teachers who have received the 
first assistant's license. In many high schools where the princi- 
pal has encouraged them to become real leaders of their teachers, 
where he has welcomed experimentation in methods and thus has 
magnified the job, we have most enthusiastic, most effective 
technical supervisors; but in some schools where the principal 
has not been possessed of this power of developing his lieutenants, 
we have some inert chairmen and as a result much aimless teaching. 
One cause of the inertness of the chairman has been the unwill- 
ingness of the principal to allow the chairman sufficient free periods 
for the purpose of visiting the teachers of his departments; an- 
other cause has been the neglect of the principal to consult with 
the head of the department in rating teachers and in making 



61 

reports on renewal of licenses and superior merit. He has thus 
failed to make the chairman feel responsible for the teaching in 
his department. We have, therefore, great diversity in the effec- 
tiveness of given departments in the various schools, whereas a 
unified system of high schools should secure a normal degree of 
efficiency in all schools. 

In two departments of work in the high schools during the 
past few years this form of efficiency has been largely attained. 
Competent observers have stated that Dr. Haney, Director of 
Fine Arts in the High Schools, during the years he has served as 
director, has more than doubled the efficiency of the corps of 
drawing teachers, and Mr. Wilkins, Acting Director of Modern 
Languages, during the past two years, as noted elsewhere, has 
likewise greatly raised the level of efficiency of the teachers of 
modern languages, in practically every high school. 

The work in Commercial Branches in the various high schools 
is most uneven. The principal as a rule knows httle of the sub- 
ject matter or methods of teaching this subject. The chairmen are 
most unequal in their effectiveness. Some are well-trained 
teachers who try to keep in touch with the practices of present-day 
business; others are out of touch with the modern ways of doing 
business. The result is much wasted effort, with disappointinjg 
results to the pupils. This condition will be aggravated this com- 
ing year through the extension of the ninth year school in which 
pupils will be taught business subjects by teachers who hold no 
license in this subject. I strongly urge that a first assistant of 
commercial branches be assigned to the Division of High Schools, 
whose duties shall be to act as supervisor of business subjects in 
the high schools and to further serve as advisor to the division 
having charge of the business subjects in the intermediate and 
prevocational schools. Such a man could visit business houses, 
acquaint himself with the kind of training needed by boys and 
girls entering these houses, study the technical processes of such 
houses, and could then as he travels from school to school modify 
the teaching of these schools so as to adapt it to present business 
methods. Such a supervisor would save his salary many times 



62 

through the increase in the effectiveness of the teaching which 
would result from his supervision. 

Beginning September, 1918, we are introducing a course in 
elementary general science as an elective in the first year of the 
high school. This course will also be given in the ninth year of 
the elementary schools. Unless there be some unifying supervision 
of methods in this subject which has never been taught in this 
city, there will be much poor teaching. I therefore recommend 
that during the first year of the trial of the new subject, a first 
assistant in science be assigned to the division of high schools to 
take charge of the construction of a syllabus and the devising of 
methods of teaching this subject. The cost would be merely that 
of paying a substitute plus some travelling expenses, and the 
gain through improvement in the teaching would be large. This 
first assistant could likewise act as advisor to the supervisors of 
the ninth-year work in science. 

Such technical supervision as I have recommended cannot be 
performed by the district superintendent. For, in addition to 
knowledge of general method, it demands a practical and up-to- 
date knowledge of subject matter and experience in teaching the 
subject which no district superintendent can be expected to pos- 
sess. Such assignment of first assistants to assist in supervision 
of high schools has been advocated by my predecessors again 
and again. 

THE LONGER SCHOOL DAY 

In September of this year, 1917, in pursuance of a resolution 
passed by the Board of Superintendents, as noted in my report 
of last year to the effect that beginning with the opening of school 
in September, 1917, every high school unless otherwise authorized 
by the Board of Superintendents should be operated on a nine- 
period day of forty-five minutes each, including the lunch period, 
all high schools not on a double session put in force a longer school 
day. The object of the lengthening of the high school day was 
fourfold: (1) to provide more periods for study purposes within 



63 

school hours; (2) to provide more periods for physical training 
so as to fulfill the increased requirements of the new State Physical 
Training Law; (3) to provide accommodations for more pupils 
in each building than could be housed under the shorter day 
plan; (4) to provide periods for literary, musical, dramatic and 
recreational activities within the regular school hours. 

Two schools, DeWitt Clinton and New Utrecht, programmed 
their day work six periods instead of nine periods, each period 
being fifty minutes in length in order to try an experiment in 
supervised study. Under this plan, approximately half of every 
period was to be devoted to study under direction of the subject 
teacher. This plan, while giving the opportunities for study 
which was one of the chief objects of the lengthened school day, 
decreased the capacity of the school, lessened the opportunities 
for physical training and for carrying on the outside activities 
mentioned earlier in this paragraph. DeWitt Clinton High School, 
accordingly, was forced to organize two annexes, one in P. S. 58, 
in rooms abandoned by the High School of Commerce when it 
adopted the nine-period day, and the other in P. S. 37. 

This lengthened school day met with strong opposition from 
many of the teachers, some of whom believed that an extra burden 
of work was being imposed upon them without increased com- 
pensation, while others felt that the lengthened day interefered 
with their plans for taking courses at the universities or for en- 
gaging in afternoon work as a means of increasing their income 
at this tune of unprecedented prices and consequent hardship for 
people of fixed incomes. 

The pupils in a number of schools were also opposed to the 
lengthened school day, some of them because the longer school 
day did diminish their opportunities for afternoon employment, 
others because of the natural dislike for any change in the estab- 
lished order, especially one which limits their freedom of action. 
The want of sympathy of many teachers for the new program, 
whether expressed openly or not, encouraged the pupils in their 
opposition to the new plan of organization. Committees of stu- 



64 

dents in certain of the high schools were formed to protest against 
the action of the Board of Education in authorizing the nine- 
period day. At the request of a central committee of these stu- 
dents, the High School Committee of the Board of Education 
gave a hearing to representatives of the students of the various 
high schools, at which every opportunity was given to the students 
to state any inconveniences to which they had been subjected by 
reason of the adoption of the new program. At the close of the 
hearing the students were assured by Chairman Whalen that 
every consideration would be shown by the principals in adjust- 
ing the programs of pupils so that they should have the last 
period of the day free from recitations so as to make it possible 
for them to secure afternoon work. 

Notwithstanding this assurance of the Chairman of the Com- 
mittee on High Schools and Training Schools of the Board of 
Education, a number of students of the High School of Commerce 
and DeWitt Clinton High School organized a strike against the 
longer day. The situation was met firmly by the Acting Super- 
intendent of Schools, the principals and Director Davis. Some 
fifty, who were leaders, were called before the Acting Superin- 
tendent of Schools, and about fifty under 16 years of age were 
brought before the Attendance Bureau, their parents sent for and 
warned of the consequences if their sons persisted in absenting 
themselves from school; twenty students were suspended and, 
after three days, the schools were restored to normal conditions. 
The strike is an illustration of the ease with which a few indi- 
viduals with real or fancied grievances may, in this great city, 
gather around them a considerable following of the thoughtless 
and irresponsible in a movement against constituted authority. 
It is a further illustration of the well-established fact that such 
movements when dealt with firmly by the authorities speedily 
collapse. 

With the opening of the February term, because of the in- 
creasingly large number of pupils and teachers who found it 
necessary to obtain afternoon employment in order to meet the 
advancing cost of living, the schools were generally programmed 



65 



on an eight-period day instead of the nine-neriod d.v s.J, i 
wh.ch found it necessary to hold double sesl^s ilt^! tt 
modate the students were operated on five and six-perL ^slTs: 

the n^n'' *''"1T' t° '^' ^'^t-'^ordinary conditions of war times 
he nine-period day has not had a trial under favorable cc^dit^s 
and no judgment can be passed as to its wisdom. About 25% o 

e^ry^o IrkT"""" " ""'' "^ °" '''"^ schoot, fin^l 
necessaiy to work afternoons m order to remain in school It is 

a question whethei- the program should be built around this 25<^ 

«• around the 75%. Should not those students who cannot S 

heir full time to school work take more years for the comp Ltio, 

of the course and not ask that all students have the shortei Z 

because of their needs? I have noted that many teachers who 

aught in evening schools or who had afternoon Voropposed 

he lengthened day. May we not expect that the time will soon 

alZtrt "T' °' 1'"'^'''''' ""' ^^y ''^ teachers a iv I ; 

salary for their work in the day schools and then forbid other 
work by teachers during the school year and thus ob L th 
undivided thought and strength of the teachers for the one t^t 

Experience has clearly shown that when the teacher engages 
in evening work in addition to his regular duties, it is the day 
school teaching which suffers rather than the extr; work 

yJ7ToT ,"''""17 °1°"'' '''^°°' ^^'^t«» beheve our school 
yea, of 195 days of five hours each is too short for the serious 
business of preparing boys and girls for their life work. Man to 
our nios thoughtful students of public education agr^e vvitl 
them. It certainly seems reasonable that the length of the dav 
should be greater for the older pupils than for the younger I 

to be bu It should be equipped with study rooms, recreational 
and physica training facilities so as to permit of a longer day o 
certainly not less than six and one-half or seven hours 

ceivl^r*"''""', "^' -'T"*''^' '^^ '"'"'''y '^^y ^^hool which re- 
ceives the pupil at eight thirty and keeps him till five-thirty and 



66 

which during that period provides for not only the instruction of 
the student but also for his study, athletics, recreation and social 
activities, is the school to which thoughtful parents of means are 
sending their sons in increasing numbers. I see no reason why 
the all-day school should be reserved for the well-to-do patrons 
of private schools. Public education should also have its coun- 
try day schools. There are three private country day schools in 
the immediate neighborhood of Van Cortlandt Park, which they 
use as a great play ground. I would suggest that the high school 
which has been recommended for the pupils of Washington 
Heights be located either in Van Cortland Park or facing it near 
the terminus of the Subway. If it is deemed undesirable to take 
park land, a site could be obtained near the park at a reasonable 
rate. A large per cent of the students in a high school must pay 
car fare to reach the school. If the new high school be located 
in Van Cortland Park, the students will travel in the opposite 
direction from the main stream of travel in cars which otherwise 
would be largely empty. It is possible that the Subway Company 
would give half rates to students attending a school thus located. 
Similarly other high schools could be built in or near the other out- 
lying parks. All such schools should be operated as all day public 
country schools for the benefit of the many thousands of parents 
who would gladly see their children educated in such healthful 
and stimulating surroundings where they would have almost un- 
limited facilities for athletics and recreation and social activities 
at a time when these facilities are not in use by any one. 



SUPERVISED STUDY 

As noted in the discussion of the longer school day, certain of 
the high schools — notably DeWitt Clinton — instead of program- 
ming the school with a nine-period day, installed a program of 
six periods of fifty (50) minutes each in addition to the lunch 
period. The purpose of this program was to try an experiment 
in supervised study by which not more than half of the period 
should be devoted to testing purposes and the remainder to study 
under the direction of the subject teacher. Although this system 



67 

has been in operation in Clinton for over a year, the CHnton 
teachers are not prepared to give a final judgment but Principal 
Paul writes me, as follows: 

"With your approval and the consent of the Board of Superintendents, 
we took advantage in this school of the organization of a long school 
day to provide for supervised study through the divided period plan. 
Our periods were lengthened to fifty minutes each, with a recommenda- 
tion that they include work in supervised study. A bell is rung at the 
middle of each period. This indicates simply that not more than one- 
half the period is to be devoted to testing by the teacher of information 
prepared by the pupil. No further prescription was deemed wise during 
the initial stages of the experiment though I should have recommended 
that teachers try to provide opportunity for review assignment and 
study in as many periods as possible. From opinions expressed to me 
by heads of departments and by teachers, I feel that they are practically 
unanimous in the judgment that the divided period as they use it is a 
most educationally justifiable organization of the longer school day. 

Among the values that different teachers in this school offer as result- 
ing from the use of the divided period in supervised study, I may men- 
tion the following: 

1. The establishment of a closer touch between teacher and pupil. 
The work can be better adapted to the individual pupil, whether bright 
or slow. A proper amount of assistance may be given at the moment 
when it is needed without interfering with the initiative of the pupil. 
Individual conferences with pupils are made possible. 

2. Emphasis is placed upon the technique of the recitation which 
centralizes attention upon the mental reactions of the pupil rather than 
upon lecturing by the teacher. 

3. It is possible to form among pupils proper habits of study and 
to make them conscious of proper methods of procedure. This includes 
the proper evaluation of different topics, proper use of induction and 
deduction, emphasis on concrete, vital applications of knowledge gained 
and in general recognition of the necessity of understanding preliminary 
to memorizing. 

4. Laboratory methods can be more readily adopted in that studj' 
and thus a recitation can be more easily socialized. Both individual 
research and individual production can be more readily directed and fol- 
lowed up by the teacher whenever an opportunity is presented for much 
of it can be done in the presence of the teacher. Waste of energy as a 
result of poor methods of procedure can thus be prevented or reduced. 

5. The amount of work done at home can be considerably reduced 
and thus the pupil be given a better opportunity to engage in activities 



68 

of the environment of which he is a part. At the same time, better con- 
ditions for study are provided than are available for many of our pupils. 
6. Better measurable results are obtained." 

Below is given a table of some interest in which are shown the 
summaries of percentages of failures in Regents Examination by 
Departments : 

1917 1918 

Biology 
January. .12 June 13 January. . .23.8 June. ... 11 

Chemistry 
January. . .26 June 17 January. .13 June. ... 15 

Cominercial Branches 
January. . .34 June 25 January. . .20 June. ... 15 

Economics 
January... 2.8 June 5.3 January... 2 June.... 3.2 

English 
January... 12 June 7.5 January... 4.8 June.... 5.6 

French 
January. . . 7.8 June 7.3 January. .11.1 June. ... 16.4 

German 
January. . . 17. 1 June 8.9 January. . .20 June. ... 8.5 

History 
January. . . 7.8 June 10 January. . . 1.3 June. ... 2 

Latin 
January... 8.4 June 3.8 January... 3.2 June.... 10. 7 

Mathematics 
January. . .12.3 June 17.9 January. .. 11 .3 June.... 15. 6 

Physics 
January. . .10.4 June 2.7 January. .. 11 .9 June.... 3.8 

Spanish 
January. . . 4 June 1 January. . . 3.2 June. ... 10.7 



69 
THE DEWITT CLINTON HIGH SCHOOL TEACHERS 

On December 19, 1917, the Board of Education, on recom- 
mendation of its Committee on High Schools and Training 
schools, dismissed from the service three of the teachers of the 
DeWitt Clinton High School. Subsequently these teachers 
appealed to the Commissioner of Education of New York State 
to set aside the decision of the Board of Education and to order 
then- reinstatement in the service. On October 22, 1918, Acting 
Connnissioner Fincgan rendered a decision in this appeal in 
which he sustained the action of the Board of Education in remov- 
mg the teachers, and dismissed the appeal. 

The case of these teachers has aroused very general interest. 
Diverse criticisms have been expressed with regard to the con- 
duct of the investigation by school officers and of the hearing by 
the high school committee. The Board of Education has been 
attacked in various publications for thus dismissing the teachers. 
Now that the case has been finally disposed of through the dis- 
missal of the appeal by Acting Commissioner Finegan, it seems 
a proper time to gather together for future reference some of the 
decisions made and some of the opinions rendered in connection 
with this case which shed light on the much-discussed question 
of the rights and duties of a teacher in a public school of the City 
of New York and the corresponding rights and duties of the Board 
of Education which employs them. 

The three teachers were dismissed on the recommendation of 
the Committee on High Schools and Training Schools of the 
Board of Education as a result of being found guilty of the charge 
of ''conduct unbecoming a teacher." These charges of conduct 
unbecoming a teacher were based on certain specifications all of 
which, in the case of one teacher, were statements made by him 
in the course of an interview with the associate superintendent in 
charge of high schools. In the case of the second teacher, three 
of the four specifications were statements made by this teacher 
in a similar interview and, in the case of the third teacher, two 
of the four specifications, the other two being based, one on written 



70 

criticisms made by this teacher of an essay written by one of his 
pupils, and the other on certain newspaper articles written by 
him. 

The investigation of conditions in the DeWitt Clinton High 
School out of which this case arose was made at the request of the 
principal of the school and by direction of the acting superin- 
tendent of schools, and the president of the Board of Education. 
Some nineteen teachers in all were called to the office and in the 
presence of the principal of the school and in many cases of the ad- 
ministrative assistant, were asked certain questions. This procedure 
has been held by some critics to be a violation of fundamental rights 
of teachers in that their answers to questions were later used as 
evidence on which to base charges which resulted in their dis- 
missal. In support of this criticism they have cited the legal 
principle that no accused person should be forced to bear testi- 
mony against himself. These critics are in error in believing that 
such an investigation by an officer of the Board of Education is 
in any sense a trial or a judicial process. This is brought out in 
the following citation from the decision of Commissioner Finegan : 

"The Board of Education is charged with the general supervision of 
all the educational interests of the city. The board is responsible in a 
measure for the esprit de corps obtaining in the teaching service. It is 
legally charged with the employment of teachers, the discipline of teach- 
ers, and the removal of teachers. It may make such inquiries in rela- 
tion to the general conduct and the attitude of teachers on matters 
affecting the schools and their influence over the pupils under their 
instruction as may be necessary. It may make such investigations as 
are required when charges are preferred against teachers. In the per- 
formance of all these duties it is exercising an administrative function. 
The settled rule is, that a board acting in this capacity "does not con-^ 
stitute a court; its proceedings are not to be controlled or decided by 
the same degree of formality that would be required upon a charge of 
a criminal offense before ordinary tribunals of justice.' People ex rel 
Flanagan v. Board of PoHce Commissioners, 91 N. Y. 97." 

It had been reported to the superintendent by the principal 
of the DeWitt Clinton High School that certain teachers in that 
school were expressing opinions and exerting their influence on 
the pupils which, in his judgment, would tend to undermine the 



71 

respect of the pupils for constituted authority whether that of 
the school, city, state, or nation. The purpose of the investiga- 
tion was therefore to ascertain whether these teachers held views 
which interfered with the performance of their duty as teachers 
of the young in a public school, especially in time of war. The 
investigation had nothing to do with their views as individuals, 
as citizens, but with their quahfications as teachers. The rights 
of teachers in the matter of the views they hold is thus stated by 
Commissioner Finegan in the decision previously cited: 

"It must be held that teachers have the same right to form judg- 
ments and to express opinions upon pubhc questions that other citizens 
possess. A teacher is not compelled to sacrifice his individuality, his 
personal liberties or his judgment upon social and public problems sim- 
ply because he is a teacher. Upon questions on which citizens gener- 
ally may express different opinions or judgments, a teacher has the right 
to express his opinion and to form his own judgment. The power con- 
ferred by law upon the Commissioner of Education will be freely exer- 
cised to protect this right of a teacher whenever the authority over such 
teacher attempts to restrict or annihilate it. There is, however, no 
difference of opinion among the patriotic citizens of this country as to 
the duty of all Americans in supporting the President of the United 
States and the government in the prosecution of this war. This support 
must be open, direct and unassailable. There is also no difference of 
opinion among the patriotic people of the State or Nation as to the 
obligation of every person who assumes the office of teacher of boys in 
a public school of the State to support the government, to teach respect 
and love for our democratic institutions and for the President as such 
of this repubhc." 

In the discussion of this case and similar cases teachers have 
too often assumed that their personal civil rights have been 
assailed whenever the Board of Education asks them their opinions 
on subjects which have to do with their value as teachers. Com- 
missioner Finegan makes clear in this decision that the Board of 
Education in its capacity as agent for the people of the city has 
a right to inquire into such beliefs of the teachers as bear on their 
qualifications as trainers of the young for the duties of citizenship, 
and especially so in time of war. 

The action of the Board of Education in dismissing these 
teachers on a charge of conduct unbecoming a teacher has been 



72 

further challenged on the ground that conduct unbecoming a 
teacher is not a legal ground for the dismissal of a teacher. Sub- 
division 3 of Section 872 of Chapter 786 of the Laws of 1917 
provides that "Such persons and all others employed in the 
teaching, examining or supervising service of the schools of a 
city, who have served the full probationary period, or have ren- 
dered satisfactorily an equivalent period of service prior to the 
time this act goes into effect, shall hold their respective positions, 
during good behavior and efficient and competent service, and 
shall not he removable except for cause after a hearing by the 
affirmative vote of a majority of the board." 

The ruling of Commissioner Finegan is as follows: 

"Under the provisions of such law a teacher employed in the 
schools of New York City may now be removed for cause. The law does 
not specify the offense for which such teacher may be removed but sim- 
ply provides that a teacher may be removed for cause. The law, as 
claimed by counsel for appellants, does not specifically provide that a 
teacher shall be removable for 'conduct unbecoming a teacher.' The 
provision that a teacher shall be removable for cause does not introduce 
a new element in the law which requires judicial interpretation to ascer- 
tain its meaning. The law regulating the removal of teachers in all 
parts of the State except New York City has contained the provision 
for many years that a teacher shall be removable for cause. The Com- 
missioner of Education has interpreted the meaning of cause in many 
cases which have been before him for determination upon appeal. It is 
a well- settled rule that cause means some substantial, reasonable, vahd 
cause — some action or conduct on the part of the teacher which renders 
his service undesirable or which prevents such teacher from exercising 
the wholesome influence which a teacher should exercise over his pupils. 
Conduct on the part of a teacher which is sufficient cause for removal 
is 'conduct unbecoming a teacher.' " 

The effect of this decision is, therefore, greatly to strengthen 
the power of the Board of Education in dealing with teachers. It 
is no longer held to four causes for removal, namely, gross mis- 
conduct, insubordination, neglect of duty or general inefficiency, 
causes which experience has shown it is exceedingly difficult to 
prove, but may remove on the general charge of conduct unbecom- 
ing a teacher, ''that is, any action or conduct on the part of the 



73 

teacher which renders his service undesirable or which prevents 
such teacher from exercising the wholesome influence which a 
teacher should exercise on his pupils." 

Teachers who have the interests of the children at heart 
should welcome such a decision. Teachers have been too prone 
to view the teachers' tenure of office as a vested right, as some- 
thing established for the benefit of the teacher, whereas Com- 
missioner Finegan states: 

"This provision of law was enacted for the primary purpose of pro- 
viding the schools with efficient and suitable teachers and of guarantee- 
ing so far as may be possible, to the children of the city their right to 
receive instruction from competent, experienced and proper teachers. 
The theory is that permanent tenure will attract men and women of the 
best intellectual attainments to the teaching service; that teachers will 
make more thorough academic and professional preparation, will remain 
in the service longer and thus bring to the support of the schools teachers 
whose training and experience will be a valuable asset. The primary 
interest, however, which the State seeks to protect is the right of the 
child. For this same reason the Legislature very properly provided for 
the elimination of inefficient, unworthy and undesirable teachers. This 
very subdivision of the act therefore expressed a limitation upon the 
tenure of a teacher by conditioning such tenure upon good behavior and 
efficient and competent service and by providing for the removal of a 
reacher whose conduct and service did not conform to these standards"' 

The way is now open for the Board of Education to greatly 
improve the qualit}^ of the teaching force by removing teachers 
who are undesirable and whose further presence in the teaching 
force hnpairs the ^ 'right of the child to receive instruction from 
competent, experienced and proper teachers." 

The defenders of the dismissed teachers have further main- 
tained that, granted that teachers may be dismissed for cause, 
the holding of the behefs and the expression of the beliefs which 
were held by these teachers were not a sufficient cause for dis- 
missal. 

Teacher I was charged with conduct unbecoming a teacher, 
m that, as a teacher of English in the DeWitt Chnton High 



74 

School he failed to live up to his duty as a teacher inasmuch as 
he conceives it proper to maintain before his classes an attitude 
of strict neutrality in class discussions dealing with: 

(a) "The relative merits of anarchism as compared with the present 
Government of the United States." 

(b) "The duty of every one to support the Government of the United 
States in all measures taken by the Federal Government to insure the 
proper conduct of the present war." 

At the hearing before the Committee on High and Training 
Schools of the Board of Education, he refused to answer these 
questions, although urged by his counsel to answer them. 

(a) "Do you believe that you labor under an obhgation to inculcate 
respect for the President of the United States in the minds of your 
pupils." 

(b) "Are you in sympathy with the United States in its war with 
Germany?" 

(c) "Do you beheve it is your duty to urge the pupils in your class 
to give active aupport to the United States in its war against Germany?" 

The charges against Teacher III arose as the result of the 
following assignment which was given to his classes in English, 
"Write a frank letter to Woodrow Wilson, commenting, within 
the limits of your knowledge, upon his conduct of the war against 
the German Government." 

In meeting this assignment, one of his pupils wrote a most 
disrespectful, even rebellious letter. In connection with the dis- 
cussion over this assignment, and the criticism and corrections of 
this boy's letter which the teacher was asked to write out, the 
following specifications formed the basis for the charges of con- 
duct unbecoming a teacher: 

(1) That the said teacher (III) considered it not to be his duty to 
develop in the pupils under his control instinctive respect for the Presi- 
dent of the United States as such, the Government of the State of New 
York as such, and the Federal State and Federal Officers as such. 

(2) That in making written criticism of a certain letter dated Octo- 
ber 22, 1917, addressed to the President of the United States, written 



75 

by , a pupil under his instruction, the said teacher (III) failed to 

make such criticism of the contents of said letter as would lead the pupil 
to perceive the gross disloyalty involved in his point of view as expressed 
in the said letter. 

(3) That the said teacher (III) stated that as an instructor of the 
said pupil he would consider it proper to allow the said pupil to write 
and read aloud to his classmates similar seditious letters addressed to 
the President of the United States. 

Commissioner Finegan ruled that the Board of Education was 
justified in dismissing teacher I on the basis of the evidence, and 
condemns the action of this teacher in refusing to answer these 
questions in the following words, which clearly define the proper 
attitude of teachers in a public school of this State in war time, 
and the duty which he is called upon to discharge both in war 
time and peace time: 

''Under this condition of the nation's affairs a teacher in a pubhc 
school system will not be permitted to hid behind any claim of privilege 
when a question affecting his loyalty to the Government is concerned. 
He must come out in the open and cheerfully and unhesitatingly stand 
up and make known to the entire community in which he is employed 
that he is giving his unquestioned support to the President and to the 
Government in the prosecution of this war, and if he refuses to give 
such assurance he shall not be permitted to discharge the high office of 
teacher in an American public school system. The public schools of 
any country should be the expression of that country's ideals, the pur- 
pose of its institutions and its philosophy of life and of government. 
The schools of America should be an expression of America's ideals, of 
her democratic institutions and of her philosophy of life and of repre- 
sentative government. There has not been a time in the history of the 
country when the public schools should be engaged more persistently, 
scientifically and patriotically in teaching the fundamental principles of 
America's philosophy of life and government than at the present time. 
A person who does not, without reservation, utilize all his intellectual 
powers and exert all his influence as a teacher in the public schools to 
make such schools an efficient and effective agency in the accomplishment 
of this great function of a school system is not a suitable person to be 
charged with the duties of the sacred office of teacher. A teacher who 
is unwilling to follow this course 'fails to live up to his duty as teacher' 
and fails properly to support the Government in this war. The Board 
of Education discharged a public obligation in finding appellant guilty 
on the charges preferred and in dismissing him from the teaching service 
of the city." 



76 

Of teacher III the Commissioner writes: 

"At no time has he offered proper admonition or rebuke to the pupils 
who failed to exhibit proper respect for the President of the United States 
or for the institutions of their country. At no time since the incidents 
in question occurred in the recitation has appellant shown a spirit of 
mortification or indignation. On the contrary, his conduct at the trial 
and otherwise gives the stamp of approval to all seditious utterances on 
that occasion." 

"There is also no difference of opinion among the patriotic people of 
this State or nation as to the obligation of every person who assumes 
the office of teacher of boys in a public school of the State to support 
the Government, to teach respect and love for our democratic institu- 
tions and for the President as such of this republic." 



As a result of these clear statements of Acting Commissioner 
Finegan, no teacher in this State can longer maintain that his 
duty as a teacher has not been made clear. Teachers are public 
servants and agents of the State. They are not merely to refrain 
from destructive criticism in the classroom, which tends to under- 
mine the respect of our pupils for our democratic institutions and 
to weaken their loyalty and desire to serve their country, but 
these teachers are charged with the positive duty of building up 
in the pupils committed to their charge a proper respect for the 
government of their country and those who administer that gov- 
ernment, for the flag and the democratic institutions of which it 
is the symbol. Every teacher should be imbued with this con- 
ception of Commissioner Finley as expressed in his address to 
teachers at Syracuse in November, 1917: 

"As to ourselves, the teachers, representing as we do the State which 
has entrusted to us her most precious possession, there is just one answer. 
We must do with our mind and daily speech what the soldier does with 
his body and in his daily training or fighting: that is, support our coun- 
try in the cause to which it is committed in its own defense and that of 
human freedom. The same degree of loyalty is asked of a teacher as 
of a soldier. If a teacher cannot give that unquestioning support to 
the country that makes his own individual freedom in time of peace 
possible, his place is not in the school. I will not say where it is, but 
of all places in the world, he should not be in the school as the repre- 
sentative of his country." 



77 
THE Mcdowell case 

On June 10, 1918, the Board of Education dismissed from the 
service Miss Mary McDowell, a teacher of Latin in Manual 
Training High School, on charges of conduct unbecoming a 
teacher; the specifications of the charges being that on January 
10, 1918, she made substantially the following statements before 
the Board of Superintendents in answer to questions put to her 
by members of the Board: 

"That she did not consider it right to resist by force the invasion of 
our country, that she would not do her part in upholding the national 
policy of resistance to invasion, that she would not uphold our country 
in resisting invasion and that, if our country were resisting invasion, 
she believed it to be her conscientious duty to refuse to hear arms in order 
to repel the invaders. 

"That she did not want to help the United States Government in 
carrying on the present war and that she was unwilling to assist the 
Government by every means in lier power in carrying on the present 
war. 

"That she would not urge her pupils to support the war. 

"That she would not urge her pupils to perform those Red Cross 
services which either promote the war of the United States against the 
German government or better the condition of the soldiers in the field. 

"That she would not urge her pupils to buy Thrift Stamps, the sale 
of which supports the United States Government in carrying on the 
war against the German Government. 

"That she does not believe that a teacher is under a special obliga- 
tion to train his or her pupils to support the ITnited States Government 
in its measures for carrying on the war. 

"That she is opposed to the war of the United States against the 
German Government." 

At the hearing before the Board of Education, the counsel 
for Miss McDowell did not question the accuracy of the answers 
attributed to Miss McDowell, but maintained that these answers 
were in accord with the beliefs on war held by the Society of 
Friends, of which she is a member, hence that she was being 
charged with conduct unbecoming a teacher because of her 
religious beliefs and, if dismissed, would be dismissed because of 
her religious beliefs. 



78 

After the dismissal of Miss McDowell, her counsel, on Octo- 
ber 14, 1918, before Justice Philbin, made application for a writ 
of mandamus, directing the Board of Education ''to reinstate 
Miss McDowell as a teacher of Latin in one of the high schools 
under the control of the Board of Education." In support of the 
petition, it was claimed that the Board of Education was without 
jurisdiction to dismiss the petitioner as no legal ground for dis- 
missal was advanced, inasmuch as a teacher must be guilty of 
misbehavior, of inefficiency, or of incompetency before she can 
be dismissed, and she had not been charged with any of these 
offenses. 'The petitioner maintained that her offense, if any, 
was to disclose the state of her mind, her beliefs, and that there 
is no element of behavior or conduct in a mere belief. She claims 
that the Board of Education should not have condemned her 
until her beliefs had been translated into action in the class- 
room." 

This contention Justice Philbin characterizes as unsound, giv- 
ing it as his opinion that "The seven items of the specifications 
leave no doubt whatever that the petitioner was charged with 
entertaining certain beliefs and declaring certain intentions that 
may well be regarded as clearly showing her. to be both incom- 
petent and inefficient as a teacher within the meaing of Section 
872 of the Statute. The substance of the finding of the Board 
of Education is that the petitioner is unfit to remain a teacher 
in our public schools and this court will not, under the circum- 
stances, undertake to say that the board is in error. The con- 
tention that the petitioner in spite of her views, may still be able 
to do her full duty as a teacher in the classroom cannot be up- 
held. The grounds of removal contemplated by the statute may 
in a given instance be wholly unrelated to the discharge of the 
scholastic duties, and a teacher may be both incompetent and 
inefficient, even though her class show most gratifying results in 
the ordinary subjects of the curriculum. It is of the utmost im- 
portance to the State that the association of teacher and pupil 
should tend to inculcate in the latter principles of justice and 
patriotism and a respect for our laws. This end cannot be accom- 
plished if the pupil finds his teacher unwilling to submit to con- 



79 



stitutional authority. It is further urged that in dismissing the 
petitioner upon the grounds assigned there was a violation of 
the Federal and State constitutions in that she was discriminated 
against on account of her religion and that there was an attempted 
restraint upon the observance of the Quaker faith. Such is not 
the case. The petitioner was not dismissed because she is a 
Quakeress. It has simply been found that certain views and 
behefs, which she declares are based upon her rehgion, prevent 
her from properly discharging the duty she assumed. Where a 
person agrees with the State to perform a public duty, she will 
not be excused from performance according to law merely because 
her religion forbids her doing so. While the petitioner may be 
entitled to the greatest respect for her adherence to her faith, she 
cannot be permitted because of it to act in a manner inconsistent 
with the peace and safety of the State. The Board of Education 
had jurisdiction to entertain the charges against the petitioner 
and its decision was an exercise of the discretion vested in it. 
The only remedy, therefore, of the petitioner was to appeal to 
the Commissioner of Education (People ex rel Peixotto v. Board 
of Education, etc.). Any person conceiving himself aggrieved 
may appeal or petition to the Commissioner of Education, who is 
authorized and required to examine and decide the same. The 
commissioner may also institute such proceedings as are author- 
ized under the Education Act, and his decision is final and con- 
clusive and not subject to question or review in any place or 
court whatever." 

In addition to the decision in the DeWitt Clinton High School 
cases, we have this decision of Justice Philbin which sets forth 
clearly the duties of teachers and states the powers of the Board 
of Education in such a way as to strengthen the Board in dealing 
with teachers who do not measure up to the opportunities for 
service to the State. 



LUNCH ROOMS IN HIGH SCHOOLS 

Whereas formerly the lunch rooms in high schools were con- 
ducted by concessionaires, now they are being conducted by the 
general organization in seventeen (17) high schools— three (3) 



80 

schools reporting no lunch rooms — leaving four (4) schools in 
which the concessionaire system still remains. The accompany- 
ing table shows the balance sheets of the various schools. This 
past year has been a trying year for the lunch room service. With 
constantly rising prices of food and increasing wages; it has been 
most difficult to adjust prices so as to avoid loss. The fact that 
but three (3) lunch rooms show a loss speaks well for the teachers 
who had general charge of this service. The profits column shows 
a range between 10.6% loss and 14% gain. The receipts of the 
eighteen (18) schools making returns, amounted to $288,690.61; 
the profits less losses amounted to $8,831.21; a net profit of 2.3% 
on business done — a remarkable showing in such a year for lunch- 
rooms, which are seeking to give the students the maximum service 
at minimum cost. 

A study of the accompanying table is recommended to all 
principals and chairmen of lunch room committees to the end that 
economies prevailing in . some schools may be introduced into 
other schools. Heretofore, there has been little correlation between 
the work in domestic science and the conduct of the lunch rooms. 
It seems reasonable that in all schools where domestic science is 
taught, the teacher of cooking should be a member of the lunch 
room committee and should oversee the daily bill of fare to insure 
that nutritious food, properly cooked, is furnished to the pupils. 
It is highly desirable that the lunch room be used as a laboratory 
for the students in cooking as is done in many private schools. 

In Lincoln School of this City, each girl in the cooking class is 
assigned to prepare some dish to be sold at a certain price in the 
lunch room. She is given money with which to purchase the 
materials, and must keep within the limits necessary to place the 
dish in the lunch room at the price set. Unless the pupil produces 
an article which is good enough to be sold in the lunch room, she 
receives no credit for the exercise. It is needless to comment on 
the value of this training. I would recommend to the cooking 
teachers and. especially to the director of cooking that some such 
plan of correlation between the cooking classes and the lunch 
room be worked out in our high schools. 



81 



O 

I— I 

w 

% 

o 
o 

tn 
o 

p 

>A 
O 
O 

w 
o 

o 



W 
P^ 

P 

3 

Ph 

;>^ 
w 

Q 

<: 

o 
w 
p^ 

c 
;^ 

H 
-< 
H 

CZ2 



i. -tJ 


CO 


CO 








o 


to to CO 
















Ph g 


T— 1 


to o CO o -<- 
* 


++(M '^(MTti^COOOO'-t 
* 


^ 


• X 


•CO^ 








050C O GCCM 


OO^OOtOiOOOCOOO 


Tfl 


•CO 


• to 00 


o 


-fj 


'^ C ooo ^ :o 


OtOOi-HCOC^^CMCOOOtO 


o 


:o 


; i-H CM 


>— ' 


2 


(M O t^ CM Tfi CO 


O rf 1— 1 lO to O rt^ CO O t> 


o 


•to 


•do 


oi 


i^ i?i J ^-^ 


tOrH CO(M 


OTt^OtoOtocOCO^JN 


to 


i'* 


•oi> 


CM 


Ph 


CO 


COO^^tO^ 


OO-^OOtOCOiO-^T-H,— 1 


Ttl 


.'^ 


:^co 


CO 


^ 


1— Tt-T 


i-T (m'~^'~ 








o'" 
















m 




CO 


•OOOOrtH 




I> CO O (N 








CM 






coco 


• CO CO CO 




CM (m' CO (N CO CO CO (N 1-* 


CM 


■CM 


■ 


to 






-^ S 


coo 


■OO'* 




^COGOOCOCOCOOOxhi 


00 


■ CM 


•. 


o 






1 


CDO 


. I> Oi o 




OO'^O'^OOOO 


c. 


; to 




CO 






»0 CO 


• Ol to CO 




co^'cMCMcidcsicod 


00 


•cc 




Tt< 






CO CO 


■ CO CN o 




OOOOOOOCOCM 


to 


:oc 


\ 


CO 






00 t^ 


; CO coo 




CO-<*OCMt1^COCOCM 


C^l 












^ 






















(M 


l>CO(M 




lO TfH to to too 














lO to 


• CO t^ to 




cM^Tti'cdtoooi-Id 


to 


















T— 1 1— 1 1-H T— 1 














1 


oo 


:o o ^ 




ooooooooo 


c 












o 


!>■ O 


. o o ^ 




oooooo-^oo 














SX'-*^ 






















03 C 


t^iO 


;o dd 




dooocooood 














G O 


coi:^ 






^S^§^8S^^ 














^ £ 


to 1— 1 


. O (N to 
















-^ 


m 


^ ^ 




C^f^■^ ^-CsT^-^ 














P^g 


00 






00 1>O to 




• tf; 








C350 


• TfHOCO 




(NtOOiOO'^rt^OCM 


'Tt- 


•c^ 


• »o^ 






l-\ T— 1 


• 1— 1 1— ( T— ( 




i-HT-tCM'-li-Hr-lT-lT-lCM 






. 1-H 1— 








oo 


.'too to 




lOOtOOtOOOC'tOO 


o 


:c 


:oo 






^ ^ 


t-o 


.00000 




OOO^^COO^iO 


'^ 


.c 


. CO to 






^1 


1:^ Ci 


^ TjH T-H(M 




r-lOOr-lT-HCOO'— iCM 


cc 


^Tf 


: td^ 






O-H 


.(N COOQ 




OtO>OCOCOOcOOCO 


o 


. tC 


. CO to 






1-H Ttt 


. CO CO t^ 




CO O O '^ CO 0_^0 O CO 


o 


• C 


■ '^S'- 


























»0(M 


: (M'^of rf 




c^TcM^to^i-TcM '-Tco'^^'^ 






. '"' 






Ph « 


(N-* 


■CD TtH 




CM CO O 




• to 


■ 






CO O 


• (M O to 




C^ltOCOOOCMTjHOCO 


to 


■ I> 


• oo 






i>oo 


•t-COt- 




OCCOOOCOOCOOO 


o 


■ t^ 


•COCC 








•^ o 


; CO Ci) rtl 




CDOCMCM'-hOO'-^O 


cc 




:coc 








I— 1 o 


. TjH oo 




COCMtOCOOOOOQOO 


cc 




. CO o 






II 


to QC 


' ^-H 00 rt< 




COTt'OTtiiOi-HQOOOO 


o 


'. cc 


:dc 






oo: 


^(M Ot^ 




iO»0-*0-fH^iOOCO 


o 


.cc 


. 'ti oq 






f2o 


to o 


.^ CO(M 




O CO: O ^ CO tO^I> CO CM 


05 


.Tt 


.oo 
























o'^t^ 


• (N^^'^of 




(xT^-^o -f cTcTo'^oo'^CM*" 


o 


;cc 


[^r- 










■ t-l i-H (N 




1— 1 i-H CM '-H 














m^ 




















o c 


O '^ "* C^ piC 


iSocoocoTtHCMcoio^ c 


rC 




ooic 


1-H 


-J2 


too 


OOGOCO ^ 


j;:;ocsjGOoi>o^cocM c 


c 


o-* oc 


CO 


.& 


,-1 to 


^S§§| 


giO'^^00»OC^JtO'-iTtt^ 
5,-iiOiOOOcO^CMOO c 


cc 


gcN 


^ d to 


d 


'53 


t^t^ 


c 


o^ 


^^^ 


9J 


p:5 


t^ cc 


^ CO CO to £ 


si: o^-* -M^^^o^cN^o^-* o^ c 


'^ 


£, c^ 


GOtC 


co^ 


0~(N 


^tCco'^cO^O c 


o ^"o'^o"arT^"co'"co''o'^c^f " 


CV 


^ o oc 


^COCM 


o6~ 




--oa^ 


j^CSi-HCM ^^(M^ -^ 




;^ 


o 


^ 




G 

o 


• G 


c 
"> £ 








• fcJD 

Ill 

WWSp5 








>> 






8 
1 


G 


111 




' c 


> 


c 


SP: 
op: 


l^p: 




03 
c3 

11 


•ffi 

n 

O ^ a- 

Ill 
^p^c 







82 
HIGH POINTS 

Pre-Graduation Tests in Practical Efficiency 

In June, 1918, certain tests made with the graduating class of 
Jamaica High School proved clearly the soundness of complaints 
made by the public that those leaving our high schools lack 
knowledge of facts and of operations constantly needed in business, 
community and national life. Steps have at once been taken to 
bring about an amelioration of present conditions. Beginning 
next autumn for the prospective graduates of January, 1919, and 
regularly each term thereafter, the Principal will conduct a class 
once a week that will aim to give to pupils drill of a kind to refresh 
the memory or to offer needed practice in such elements of a com- 
mon school education as have escaped notice under our system 
of departmental instruction and of graduation on averages. 
Among the topics in which each pupil will be expected to show 
reasonable knowledge or facility before graduation are the follow- 
ing: plain figuring at reasonable speed; the use of fractions, 
common and decimal; interest and percentage; mental arithme- 
tic; legible handwriting at reasonable speed; the form of the 
business and social letter; the ability to meet squarely and fully 
letter problems; alphabetizing; the use of alphabetized lists; 
the use of the voice with clearness across a large room and over the 
telephone; the ability to hear over the telephone and to remember 
simple messages in their general content and in details without 
recourse to written notes; a reasonable knowledge of geography 
of the every day kind; a reasonable knowledge of men, places and 
events of world-wide importance in current history. So far as 
school regulations permit, no pupil will be granted a diploma who 
shows marked deficiency in any of the items named above. 

Beaver War Gardens. — For the use of Jamaica High School, 
there have been secured as war gardens two plots of land, one on 
Alsop Street, the other courteously loaned by the owner, a Mr. 
Macbeth of Brooklyn, on Willett Street. The amount of land 
available is about one acre. In these gardens have been planted 
peas, string beans, lima beans, corn, turnips, cabbage, squash. 



83 



pumpkin, tomatoes, lettuce and radishes. The preparation of the 
ground, the seeds, and the fertihzer were all secured at a marked 
reduction on the current market rates. Hundreds of transplants 
were furnished free by the Commissioner of Parks for Queens. 
All of the produce is intended for Beaver Lunch, through which 
the General Organization of Jamaica High School supplies the 
pupils with maximum portions at minimum prices. Throughout 
the month of June, there was available an over-abundance of 
radishes and lettuce. All the rest of the crop is to be stored away 
m one form or another. Turnips and some of the cabbages will be 
stored m their natural state; others of the cabbages will be pickled 
or fermented; the rest of the vegetables will be canned as fast 
as they ripen. Should the season be propitious, the Beaver War 
Gardens bid fair to yield several hundred dollars worth of prod- 
uce at an expenditure of about $100. This ambitious scheme 
has been made possible only by the devotion of Miss Ella A. 
Holmes, of the department of Biology of Jamaica High School, 
who gives up her entire summer for this purpose, and by the 
invaluable services of Mr. William Fairbairn, Janitor of Jamaica 
High School, and Mr. Rafaele Paradiso, one of his assistants. 
In all this work, substantial help has been rendered by a small 
but devoted group of high school girls. 

The Beaver Cannery.— The canning operations, begun so 
auspiciously in 1917, at Jamaica High School, were greatly 
extended in 1918. The work was admirably organized by Miss 
Myra T. Edgerton of the department of history. Before the 
close of school many quarts of strawberries and blackberries were 
canned at a remarkably low cost because of the care exercised in 
selecting the right time and place for purchase. A considerable 
quantity of gooseberries presented to the school was likewise put 
up as jam. During the summer months. Miss Ella A. Holmes, 
with the assistance of a group of high school girls, canned hun- 
dreds of quarts of peas, beans and corn as fast as these vegetables 
ripened m the Beaver War Gardens. In the autumn. Miss Edger- 
ton resumed her lal^ors by putting up tomatoes and cabbage from 
the same source. For handhng the tomatoes there was purchased 
by the General Organization of Jamaica High School a machine 



84 

for sealing tin cans which had been obtained in quantity. The 
same organization bought several hundred glass jars. Still other 
jars to the number of several hundred were donated by pupils 
and teachers of the school. For aid in connection with this work, 
our thanks are due to Miss Harriet Denton, a teacher of physical 
training, who on several occasions generously contributed the 
use of her motor car. 

Beaver Farm. — Thanks to the continued good offices of Col. 
Wilham Griffith, Jamaica High School has been able for the second 
year to conduct Beaver Farm at Holhs. Five acres have been 
planted to potatoes and about one acre to white beans. The work 
is under the personal supervision of Mr. Wilham J. Bagnell of the 
commercial department of Jamaica High School. Should condi- 
tions prove propitious, there may be expected from this farm a crop 
of the value of $1,400. 

Beaver Lunch. — Marked success has attended the taking over 
by the General Organization of Jamaica High School of the lunch 
counter, previously in the hands of a concessionaire and since 
appropriately christened Beaver Lunch. Through the self-sacri- 
ficing efforts of Mrs. Henry J. Wehle, member of the Parents' 
Advisory Council of Jamaica High School, there were secured in 
September, two able women workers. For the first two weeks 
of its existence, Mrs. Wehle gave daily hours of her time to putting 
the youthful enterprise firmly on its feet. Since then, Beaver 
Lunch has been under the able management of Miss Louise Hess, 
senior clerk of the school, to whose tireless industry and devotion 
are due the extraordinary results accomplished. Under her 
direction, food has been offered to pupils and teachers in variety 
and abundance at unusually low cost. Notwithstanding the con- 
stant increase in the prices of raw materials, there has throughout 
the year been no departure from the charges made in September, 
1917. Because of its high food value and because it is so commonly 
purchased to supplement what is brought from home, milk is sold 
at a trifle below cost. These low prices have been made possible 
by economies in purchasing, by exceptionally small expenditures 
for labor, by the profits on such luxuries as ice-cream and candy. 



85 

and by the savings effected through the canning done in the sum- 
mer and fall of 1917. To parents and teachers alike, it has been a 
source of gratification that in these times of financial stringency 
abundant food could be furnished so reasonably. Many of the 
pupils of the school have ol^tained at Beaver Lunch their best 
meal of the day because it could there be purchased as cheaply 
as it could be prepared at home. The school is indebted to Dr. 
Edward C. Chickering, chairman of the department of classics 
and treasurer of the General Organization for the monotonous 
work incident to handling daily the receipts of Beaver Lunch, 
to Mr. William C. Bagnell for the preparation of a weekly balance 
sheet, and to Mr. Charles H. Vosburgh, chairman of the depart- 
ment of physical science, for tests of various articles of food. 



NEW EXPERIMENTS IN MUSIC DEPARTMENT OF NEWTOWN 
HIGH SCHOOL 

Music Appropriation 

A Music Memory Contest, the first ever given in a New York 
City High School, was held June 6, 1918. Prizes were provided 
for three classes of contestants — high school pupils, grammar 
school pupils, and adults. 

In preparation, the Music Department, with a committee 
selected from the music teachers having private pupils in the school, 
prepared a list of one hundred compositions of the most familiar 
classical and standard music, including orchestra works, piano, 
violin or other instrumental solos, vocal arias, songs, hymns, 
opera, oratorio choruses, and folk songs that all musically inclined 
pupils should be able to recognize with title and composer. 

In the high school, during lunch period each day, programs 
selected from this list were rendered by students and soloists, 
from church and various concert organizations, and played on the 
victrola and player-piano with the best records that could be ob- 
tained. During the last month before the contest, preliminary 



86 

contests were given every Friday during the lunch period, one 
dollar in Thrift Stamps being the prize. 

The private music teachers in the community selected their 
teaching pieces from this list, and acted as an exchange office for 
the families in which they had pupils for the exchange of records. 
Private recital programs were also selected from this list and the 
moving picture houses and church organists also cooperated. 

The committee of private music teachers met at the high 
school three times during the season, and organized the Borough 
Committee of Community Music, working under the direction of 
the Music Department of Newtown High School. As far as we 
have been able to ascertain, this is the first time that a committee 
of private music teachers and the music department of any high 
school have cooperated and worked to a successful finish. 



METHODS OF CONDUCTING CONTEST 

The second division of the program saw the audience in 
possession of three sorts of cards, distinguished by color. Students, 
parents and friends — adults generally — contending for the prizes, 
and a third group -who wished to write down their guesses but 
not to enter the contest. Unannounced, twenty-five selections 
or parts of selections were played and sung by the artists, and the 
listeners recorded their knowledge of titles and names of composers 
on the cards. 

WHO SHOULD ELECT STENOGRAPHY 

All Experiment in the High School of Commerce 

''Much time and effort are wasted by boys who take stenog- 
raphy only to drop it before they have any marketable knowledge 
of the subject. The boy's English work is not a conclusive test. 
We are now dictating to first term stenography pupils several 
paragraphs, comprising about three hundred words, to be written 



87 

in longhand. The longhand writing from dictation is being 
marked in exactly the same way that longhand transcripts are 
marked, and this mark compared with the boy's rating in 
stenography. 

My theory is that the same deficiencies and infirmities will 
appear in the writing in longhand from dictation that appear in 
the transcript from shorthand notes. This experiment should be 
tried with a number of beginning classes at the close of the first 
term of shorthand study before any conclusions are drawn." 



RAPID ADVANCEMENT IN HIGH SCHOOLS 

In second term bookkeeping in the High School of Commerce, 
Mr. Jonas gave at the mid-term a test which was set last year 
for the third term, with the result that of 271 boys, 175 received 
between 85 and 100 per cent, 41, between 70 and 84 per cent, 
24, between 60 and 69 per cent, and but 31 failed. These results 
go to prove that too much time is now being given to bookkeeping 
and that this time could therefore well be shortened giving op- 
portunity for the pupils to take other subjects. 

Several of the pupils have completed two years of stenography 
in one year, and quite a large number have completed the subject 
in one and a half years. It was the intention to promote about 
fifty pupils from the second to the fourth term stenography, which 
will enable these fifty, if they sustain themselves, to complete 
the sul^ject in one and a half years. If regular classes in stenog- 
graphy and typewriting can be taken out of the ninth period, 
use can be made of this period for rapid advancement classes, 
so that a large number of pupils can finish the course in stenog- 
raphy and typewriting in much less than the prescribed time. 

Mr. Felter, Principal of Girls High School, writes: 

"In reply to your circular letter of June 17, Item 2, I would state 
that during this term I have made an experiment with a rapid advance 
class, my aim being to have the girls entering February 1, graduate at 



the same time as those who entered the previous September. No notice 
of my plan was given the students. They were called upon to do the 
regular school work for the first third of the term. Thirty-five girls, 
who had chosen Latin as their initial foreign language, were selected as a 
rapid advancement class, on the basis of daily work and a written test at 
the end of the first third of the term. There was not a sufficient num- 
ber of pupils taking French, Spanish or German from which to make a 
suitable selection. The girls chosen were easily the leaders of the entire 
class, so that no hardship has come to any girl who chose an initial lan- 
guage other than Latin. 

"These girls were segregated and a special course of study for the 
remainder of the term was mapped out for them. At the close of this 
term they have completed all of the lA work and one-half of the IB 
work. It is planned for them to complete the IB work and all of the 2 A 
work by the close of the coming term. It is needless to state that every 
girl has been advanced. The results upon the pupils have been most 
beneficial. There has been a spirit of joyous emulation developed, and 
while the amount of ground covered is large^ the cheerful spirit of the 
class easily carried them over this ground. Each teacher who has taught 
these girls has looked forward to her daily recitation with them as a 
pleasure and a delight. It is my purpose to place the instruction of 
these girls during the coming term in all prepared subjects in the hands 
of the head teachers. 

'Tt has been our invariable practice for years to give extra work to 
bright pupils, enabling them to graduate in three and a half years, or 
in some few cases, in three years, but this is the first term that an attempt 
has been made to segregate the bright pupils of an entire division. It 
will be a pleasure a year from this time to make a report upon the prog- 
ress of these thirty-five girls." 

Mr. Denbigh, Principal of Morris High School, reports: 

"Another experiment recently conducted in this school which seems 
to me to be worthy of trial elsewhere, is that of segregating groups of 
brighter students and covering more than the usual term's work with 
them within the half year. Such an experiment, conducted by Miss 
Clara Franke of our German Department, with a group of students who 
had had one year's language training, enable more than thirty students 
to pass three years German very creditably in the Regents examina- 
tion in three terms. One of these students, who began his German in 
this school, succeeded with an additional term's study, in passing four 
years' German and obtained the best rating in the school in that exam- 
ination. 

"I have had similar encouraging results in some selected classes in 
Mathematics. It is my belief that there is probably more wastage 



89 



among our brighter students than among the dullest ones and I am of 
the opinion that much more could and should be done by way of grad- 
ing students according to their mental ability." 



REPORT OF THE ENGLISH DEPARTMENT OF THE WASHINGTON 
IRVING HIGH SCHOOL 

The progressive spirit of the English department has mani- 
fested itself this year in many ways. One of the most important 
achievements of the department has been the revision of the 
syllabus of the technical and commercial departments to meet 
the changed conditions in the industrial world. This syllabus 
has been commended by Mr. Randolph T. Congdon, who repre- 
sents the Board of Regents in the matters of high school English, 
and he has offered to send the manuscript with a note endorse- 
ment to The English Journal. 

The main features of this course have been so ably explained 
in Miss Cohen's report that her account has been embodied 
herein. 

"In the first term, the hterature centers about the Greek, 
Roman, Hebrew and Norse myths and folk stories. Our aim in 
this term is to effect a fusion of the various folk elements with 
which we have to deal, through bringing home to our girls the 
realization of how much story material all the races enumerated 
have in common. 

In the second term, the two centers in literature are the ballad, 
and the modern and contemporary short story. We put the 
study of the latter thus early in the course, because so many girls, 
unfortunately, do leave at the end of the fii'st year, and it is dis- 
tinctly worth while before they go, to give them a wholesome taste 
in short stories. Once out of school, they will probably read 
nothing much except short stories. 

Believing that in the past, not nearly enough emphasis has been 
placed in the high schools on American hterature, we devote the 



90 

entire third term to a study of American ideals and traditions as 
embodied in our literature. In this way, we hope to make our 
student body more or less free of their adopted heritage. 

In the fourth term, a study of the novel is undertaken with 
much the same purpose that underlay the study of the short story 
in the second term. 

In the fifth term, Shakespeare is featured. We have a minimum 
requirement (I might say that there are minimum requirements 
and options in every one of the terms) of at least six plays which 
we read, not as for college entrance examinations. Our belief is that 
Shakespeare and the Bible mean as much to people of narrow or 
imperfect training as to those with scholarly equipment, and for 
that reason we want to break down the barriers that surround the 
Shakespearian drama, and make it a living and pleasurable thing 
to our girls. 

We have these technical and commercial girls of ours only six 
terms, and in the last of these terms, we introduce them to con- 
temporary hterature— give them a taste of all the best fiction, 
drama, poetry, biography and essays that the last ten years have 
produced. 

In every one of these terms, there is a single unit of patriotic 
reading. I will not go into this aspect in detail, but as an example, 
I may say that in the first term Secretary Lane's "The Making 
of the Flag" is used; in the fifth term, the President's Second 
of April ''Speech to Congress." Certain bulletins of the Com- 
mittee on Pubhc Information are also being utilized for patriotic 
reading. So much for the literature. 

The composition work of the first year is almost exclusively 
vocational in character, our purpose being to enable the child to 
find herself, and to provide material at the same time for the Voca- 
tional Counsellor. The composition projects seek to explore the 
child's capacities and interests, and to capitalize these for the 
benefit of society. 



91 

Our technical and commercial specialization begins in the 
third term, and from that point the composition projects follow 
closely the problems in the Commercial, Design and Dressmaking 
courses. The correlation throughout the last four terms is as 
close as well may be. 

Another special feature of our syllabus is the ethical center 
for composition which has been chosen for every term. This 
means that in every term at least three or four compositions are 
based on this ethical center; for example, the ethical center of the 
first term is self control; of the second term is habit; of the sixth 
term is community conscience. In every term too at least one 
composition is required to be based on an excursion undertaken 
outside of the school. In the first term, a visit to the Museum 
of Art is suggested for instance, and in the third term a visit to the 
numerous literary shrines of the city. 

In general, we have adopted the same minimum requirements 
in rhetoric and grammar prescribed in the Regents Syllabus, 
as the latter is not so rigorous and illiberal a document as it used 
to be, in fact, in passing I should like to say a good word for the 
new Regents Syllabus. 

A different aspect of newspaper or magazine work has been 
assigned to every term. Much of this magazine work is to be done 
during the oral English periods. In this connection, it should be 
noted that a minute time schedule has been worked out for all 
terms, because it has been found that in some terms propor- 
tionately more time should l^e spent on composition, and in other 
terms proportionately more time on literature." 



ECONOMIES IN THE USE OF TEACHERS TIME 

Mr. Hill, teacher in charge of the annex of the High School 
of Commerce, writes: 

"Throughout the year no teachers have been assigned to proctoring 
work. The squad under Mr. Clough has lent a helping hand to the few 
who needed it, with the result that the lunch room has been a daily 



92 

surprise. It is rare that one can find a single piece of paper on the floor 
at the close of the lunch period. The squad has also taken direction of 
the passing between classes, not to quell disorder, but to direct traffic 
in the very congested conditions that prevail in narrow and tortuous 
passages. This work of the squad should be emphasized because it has 
not been police work in the ordinary acceptance of that term, but has 
been over-sight. The excellence of the order of the annex as a whole 
is due to the boys in general, and not the squad boys in particular. It 
has been self-government of the only kind that I approve of, namely, 
self-control." 

teachers' salaries 

We seek to make the education of our boys and girls in high 
schools more effective by means of changes in the course of study, 
by the introduction of new methods or the recasting of the sub- 
ject matter, but our efforts prove wasted because we have not 
teachers of the capacity, training and experience which are needed 
for the new work. There can be no permanent improvement in 
our education, even the present standards cannot be maintained 
unless we are able to attract an ever fresh supply of competent 
teachers. This past year, the supply has been largely cut off and 
in addition many of our most progressive teachers have left us for 
other fields of work because they have reached the breaking point 
economically, the point at which they can lower their living costs 
no further without injury to health and to their sense of decency. 

On August 1, 1914, Dunn's Index of Wholesale Prices was 
120.7, whereas on October 1, 1918, it was 232.2. Prices in these 
four years have almost doubled. In 1897, when the high schools 
were established in Manhattan and The Bronx, the index was 
72.4. Prices have thus become threefold, whereas during the 
same period the salary of the high school principal has not been 
advanced at all, the maximum salary of the first assistant has been 
raised 5 per cent, and that of the assistant teacher 26%, while 
the salary of the substitute teacher has been actually reduced 20%. 

The purchasing power of a high school teacher's salary is now 
but 52% of what it was in 1914. Teachers salaries have thus, in 
effect, been reduced to a point where the established standard of 



93 

living for a teacher can be no longer maintained. The teachers 
as a body are discouraged, many of them hopeless, as they see their 
salary shrinking day by day. Under these circumstances good 
work is almost impossible. No slight increase will avail. A 
general increase of not less than 40% of the annual salary is es- 
sential if we are to have an efficient body of teachers. No matter 
what the total cost, the increase should be granted since the lessen- 
ing in efficiency due to the present deploral^le financial condition 
of the teachers will, in the long run, cost the City of New York 
in the decreased productiveness of its 3^outh, due to poor teaching, 
many times the cost of living wages for its teaching body. Inas- 
much as the Board of Education must obtain the funds for this 
purpose from the Board of Estimate, and since experience has 
shown that Boards of Estimate are rarely willing to assume the 
responsibility for great increase in the annual budget^ all who are 
interested in the welfare of the schools, the Board of Education, 
the supervising force and the teachers, should unite in urging the 
legislation to afford the needed relief. Without such relief, next 
year will see not an advance but a recession in the quality of 
work in our high schools. 



RESIGNATION OF PRINCIPAL DENHIGH 

The high schools have suffered a great loss in the resignation 
of Mr. John H. Denbigh as Principal of the Morris High School to 
take effect September 1, 1918. He leaves us to become President 
of the Packer Collegiate Institute of Brooklyn; and thus for the 
second time succeeds Dr. Edwin J. Goodwin, his former chief. 

Mr. Denbigh joined the New York School System as a teacher 
of mathematics in the Morris High School in 1897, when that 
school was founded with Dr. Edward J. Goodwin, as Principal. 
He was made chairman of the department of mathematics and con- 
tinued in that position until 1904 when he succeeded Dr. Goodwin, 
as Principal. 

During those seven years he had proven that he was not only 
a scholar, a man of broad culture, a master of the technique of 



94 

teaching but above all that he was a bom leader who led because 
in his relations with pupils and fellow teachers, he displayed a 
firmness of character, a devotion to duty, a moral earnestness 
which won the request and affection of all. When Dr. Goodwin 
resigned to become Second Assistant Commissioner of Education, 
he was therefore looked upon as the logical successor to the man 
with whom he had so loyally and enthusiastically served in 
creating in this city a new type of school. 

As he had been a leader among the teachers of the Morris 
High School, so he became in like manner a leader among the 
principals of the city, standing always for sound scholarship, 
strong discipline and the resulting development of sterhng 
character as the aims of school work; Not content with this 
untiring service for the boys and girls of the Morris High 
School, he found time and strength for participation in almost 
every movement in the Bronx, whether religious, educational 
or social, which made for the improvements of living in that 
rapidly changing section. As a member of the College Entrance 
Examinations Board and of the State Examinations Board, he 
ably represented the interests of the schools and made his 
influence widely felt. 

We all wish him continued success and happiness in his new 
field but we are sorry to have him go. 



CHANGES IN PRINCIPALSHIPS 

To fill the vacancy in the principalship of the Richmond Hill 
High School, caused by the retirement of Mr. I. N. Failor in August, 
1917, Mr. Irving A. Hazen was transferred from New Utrecht. 
To this resulting vacancy. Principal Potter of Bay Ridge was 
transferred and to the position of principal of Bay Ridge High 
School, Miss Kate E. Turner, for many years assistant principal 
of Erasmus Hall, was appointed, November 19, 1917. She thus 
became the first woman to serve as principal of a high school in 
this city. 



95 



Allow me to express my appreciation of the services of Dr. 
James P. Haney, Director of Fine Arts in High Schools, whose 
skilful direction and enthusiastic leadership have brought about 
each year an ever clearer definition of aims and unity of purpose, 
an ever greater advance in the quality of teaching and so a develop- 
ment of taste and a power of execution on the part of our pupils 
of which the schools have reason to be proud. He has thus demon- 
strated beyond question the wisdom of establishing the position 
of Director of Fine Arts. His efforts have increased the efficiency 
of the body of drawing teachers out of all proportion to the cost 
of his services. I can but believe therefore that similar results 
would follow the assignment of directors of like ability, if such 
could be found, to the supervision of commercial branches, of 
science and of civics and economics. 

I haye recounted elsewhere the services of Mr. Lawrence A. 
Wilkins, the Acting Director of Modern Languages. 

Mr. Herman H. Wright has continued to take charge of the 
routine administrative work of the division and has had charge 
of the increase or decrease of teaching positions, the supplying 
of substitutes, the appointment and transfer of teachers, the 
ordering of supplies, repairs to buildings, approval of building 
plans, excuse of absence of teachers and leaves of absence of 
teachers, etc. Another year's experience has made his services 
of even greater value than last year. He has not only saved the 
Board of Education many thousands of dollars through the econo- 
mies he has effected in the teaching force and in supplies but he 
has greatly increased the efficiency of the schools in that he has 
seen to it that their requisitions for supplies were properly filled 
and that teachers were available as the need developed. Because 
of demonstrated ability, I urge that Mr. Wright's tenure be made 
permanent and that a compensation be given him commensurate 
with the value of his services. 

Permit me to express my appreciation of the cordial cooperation 
I have received from District Superintendents Roberts and 
Boylan, who, though not assigned to the division under my 



96 



supervision, have worked most effectively with the division in 
cases of superior merit and renewals of licenses. 



RECOMMENDATIONS 

Allow me to summarize my recommendations as follows: 

1. That sites and buildings be acquired for the Julia Richman 
High School, for the Brownsville High School and for the Wash- 
ington Heights High School, for a commercial high school for 
girls in Brooklyn, and for a technical high school in the Bronx. 

2. That the Jamaica Training School be consolidated with 
the Brooklyn Training School. 

3. That the Board of Estimate be requested to provide funds 
for the increase of our facilities for Physical Training, so that the 
provisions of the Welsh law may be carried out in our high schools. 

4. That the city should establish an all day country high 
school. 

5. That a bureau of physical reconstruction of pupils should 
be established. 

6. That teachers salaries in high schools be substantially 
increased. 

7. That a summer high school should be conducted. 

8. That Modern European History be required for five 
periods a week for one year. 

9. That continuation classes in bookkeeping, stenography, 
typewriting, office practice and filing, for women, be conducted 
in the Juha Richman High School and other high schools, for units 
of two hours each in the late afternoons and evenings. 



97 

10. That Economics be made a required subject for gradu- 
ation. 

11. That Community or Local Civics be made a required 
subject for graduation. 

12. That first year unit courses for training for business be 
offered in our lijgh schools. 

13. That modern language teachers endeavor to develop 
predetermination tests for modern languages. 

14. That a first assistant in commercial branches, and one 
in science, be assigned to this office for the purpose of supervising 
the teachers and improving the methods in the new courses in 
those subjects which are just being established. 

15. That Mr. Wright and Mr. Wilkins be given permanent 
tenure. 

Respectfully submitted, 

JOHN L. TILDSLEY, 

Associate Superintendent 

In Charge of High Schools and Training Schools 



ART IN HIGH SCHOOLS 
report of james p. haney director of art in high schools 

New York, July 31, 1918. 

Mr. William L. Ettinger, 

Superintendent of Schools. 

Dear Sir: 

I have the honor to submit the following report on the teaching 
of Art in the high schools for the year ending July 31, 1918. This 
statement presents in brief form the general advance of the 
department and the steps taken during the year past to forward 
its activities. 

Particular attention is called to the immediate need of further 
development of the industrial phases of the high school art courses. 
Many signs serve to show that the economic needs of the city 
demand additional emphasis placed upon the training of talented 
pupils that these may be led to seek further instruction in the arts 
and so may be prepared to play a part in the keen industrial 
activity which will follow the war. Every indication points to 
the fact that European nations are striving to conserve the artistic 
talents of the gifted, with a view to the practical utilization of 
these in the intense trade competition which must inevitably 
succeed the establishment of peace. If we are to play a successful 
part in this competition, the preparation for it must be made at 
the present time. New York City owes it to the country at large 
to set an example in this direction. Its public fostering of the arts 
through its high school courses will form not the least valuable 
of its contributions to the economic welfare of the country in the 
years to come. 



99 
GENERAL REVIEW OF YEAR's WORK 

The stress of the war has naturally made itself felt in the 
department as elsewhere throughout the school system. As a 
whole the schools have lost in attendance, this being marked in the 
smaller entering classes, and in the continuous shrinkage of the 
upper classes. The number of teachers in the department has been 
reduced from 149 to 142. The number of pupils taught drawing 
in the first two high school years (in which the subject is required) 
has decreased from 45,259 (May, 1917) to 44,323 (May, 1918). 

An additional effect of the war has been the withdrawal from 
service of a number of men teachers and substitutes. This draft 
upon the corps will doubtless be continued in the years to come. 
Of necessity very few men candidates for positions present them- 
selves for examination. In consequence there is a slow but con- 
tinuous process of replacement of men teachers by women teachers 
proceeding throughout the schools. It is unlikely that after the 
war there will be any decided movement of men back to their 
former positions. The change now being experienced will be a 
permanent one. This has several disadvantageous aspects. 
These appear when it is remembered that the city high schools 
must carry some thirty thousand lads each year through the 
period of their adolescence. A strong leaven of well-equipped 
male instructors for these boys is as necessary in the art depart- 
ment as elsewhere. 

There has been a steady growth of the department's activities. 
The number of schools offering elective courses has increased 
from 15 to 20, and the standards of work in these courses have 
advanced. There has been a coincident advance in the teaching 
of design in the first high school year. More practical work has 
been done; that is, more designs have been planned for material 
and practically worked out in the material for which they were 
planned. The serviceable nature of the art courses has been 
well demonstrated by the teachers in exhibitions of excellent 
applied art work, and the cooperation of the art societies in the 
work of the schools has been continued and strengthened. Par- 



100 

ticularly in this connection should be mentioned the scheme of art 
scholarships, developed by the department in cooperation with 
the School Art League. During the past year, this scheme has 
been revised so that instead of two or three schools a number now 
offer the scholarships, while several more are preparing to offer 
them. 

SERVICE OF THE CORPS 

Cordial commendation is to be given to the corps of art teachers 
as a whole. The increased demands made upon them by virtue 
of the war have been met heartily and cheerfully. Despite the 
greatly increased cost of materials and the difficulty of securing 
many of the needed articles (not furnished by the School Supply 
Department), used in the crafts, they have forwarded the applied 
art work in many ways and have secured many more examples than 
heretofore. Without this cordial cooperation this practical ad- 
vance had not been possible. In addition, these instructors have 
given valuable aid in the various campaigns for the Liberty Loans. 
They have organized Red Cross and other bazaars, have held sales 
of articles made in school to aid in the development of scholarship 
funds, have attended in number the Saturday classes held for their 
instruction, and have aided in many ways the development of the 
several exhibitions of the department's work held during the year. 
For the generous and self-sacrificing spirit in which their service 
has been given the thanks of the department are due. It was a 
service truly cooperative — done by all for the good of the system 
as a whole. 

SPECIAL MENTION 

In addition to the general work of the department, it is desired 
to make mention of the following instructors and schools for aid 
of special importance: Miss Helen S. Hutchinson and Mr. Morris 
Klein, for instruction given to the teachers of the department in 
the Saturday classes; Miss M. Josephine Littig for the develop- 
ment of first year commercial work in design of unusual excellence 
done under difficult conditions; the art departments of Bush wick 



101 

High School, Washington Irving High School, Manual Training 
High School, and Morris High School, for generous service and 
highly successful results in raising funds through sales of work 
for the industrial art scholarships of the schools. The total of 
the sums thus raised is over one thousand dollars. The art 
departments of the Morris High School Girls High School and 
Jamaica High School rendered much assistance in the very suc- 
cessful Red Cross bazaars of these schools. 



SERVICE ROLL 

The following members of the department have joined the 
colors in the service of the country; Mr. Ely N. Behar, of the 
Morris High School; Mr. David L. Strumpf, of the High School 
of Commerce; Mr. William Hirscher, of the Stuyvesant High 
School; Mr. Charles A. Reichenbach, of the Commercial High 
School; and Mr. Phihp Gronemeyer (substitute), of the Boys 
High School. Mr. Maurice C. Boyd, of the Boys High School, is 
serving with the Y. M. C. A. 



JESSIE HALL BINGHAM 

With a profound sense of loss, there is recorded the death, on 
July 25, 1917, of Miss Jessie Hall Bingham, head of the art depart- 
ment of the De Witt Clinton High School. For over fifteen years, 
Miss Bingham had been connected with the city schools, at first 
as an assistant to the supervisor in the art department of the 
elementary schools and for the last seven years as an art teacher 
in the De Witt Clinton High School. As head of this depart- 
ment. Miss Bingham had carried the work forward to a high degree 
of excellence. She was gifted with a personal charm which drew 
pupils and associates to her, and a professional skill which rendered 
her services of greatest value to the city. Her fortitude and 
courage, through a long and painful illness, were the admiration 
of all who knew her, and her associates and co-workers will not 
cease to regret her untimely end at the very height of her power. 



102 



In her death, the art department has lost one of its most talented 
and devoted teachers. A memorial service in Miss Bingham's 
memory was held in the aiiditorimn of the De Witt Clinton High 
School, on November 12, 1917. 



THE OPPORTUNITIES FOR PUPILS OF THE CITY HIGH SCHOOLS 

It is desired here to make a note of the widening opportuni- 
ties which are being opened by the high school art department 
to pupils of talent. For the great majority of those in attendance 
on the schools, the department serves as an introduction to what 
may be called ''practical aesthetics;" that is, to the cultivation 
of taste in relation to immediate surroundings. This instruction 
is given in simple and appealing fashion by making its lessons 
turn upon questions of color and design as these appear in dress, 
interior decoration, commercial advertising, etc. There is also 
given to these pupils, some skill in the handling of brush and 
pencil, some ability to draw from objects with skill and precision, 
and some appreciation of the work of craftsmen, through exercises 
calling for the application of pattern to material. 

For the greater number, the time given to this instruction 
does not permit more than a bare introduction to the subject. 
Commercial pupils in academic schools spend but two forty-five 
minute periods a week for some thirty weeks in its pursuit, and 
academic pupils but double this time, save where they are pre- 
paring to enter one of the Training Schools for Teachers. In the 
latter case the study is pursued for three years (a total of 67 
hours of practice). It is manifest that pupils cannot be carried 
far in these limited periods. To a majority this art teaching can 
touch only the elements, and can but serve to give a modest 
skill of hand and eye, with some insight into matters which make 
for appreciation of the work of professional artists. 

But in the total which makes up the high school group, there 
will always be found a number to whom the work acts as a keen 
stimulus to further study. These are the talented pupils who are 



103 

to be discovered and carried still further forward. It is with 
these pupils in mind that the department is continually increasing 
its opportunities for special study. It now offers advanced elect- 
ive courses in the fourth high school year in nearly every school, 
and a carefully developed plan for industrial art training for 
girls in the Washington Irving High School. This school, as 
noted in a succeeding paragraph, offers also a post-graduate art 
course for talented pupils from other schools. A similar course 
is needed for boys, and one of the aims of the department is to 
see the establishment of this instruction. 

The organization of a plan for the sifting out of the talented 
has, however, already advanced to a point where definite results 
can be presented. Twenty schools are offering advanced elective 
work in some form. (Drawing, Design, or Interior Decoration.) 
Several of these schools are preparing to offer scholarships to 
promising pupils, which will give them a year of additional in- 
struction in our industrial art school; one school (the Washing- 
ton Irving) offers a professional course leading directly to the 
trade and opportunities for talented graduate pupils from other 
schools to complete this work in a year's time. All this makes for 
progress toward one of the goals at which the department aims; 
to wit, the organization of a sj^stem which will offer to the artisti- 
cally gifted boy and girl an opportunity to develop their special 
talents while in high school, conditioned by a personal interest 
in their welfare which seeks to guide them into channels leading to 
professional training and advancement. 



THE FUTURE OF THE HIGH SCHOOL ART DEPARTMENT 

In the Ught of the preceding reference to the developing oppor- 
tunities offered to the talented pupil, a brief review may be under- 
taken of the possible and desirable widening of the department's 
activities in other directions. Because of the growing importance 
of the industrial arts and of the changing conditions of trade 
brought by the war, this review may properly present various 
steps which might be taken to place the art department in a 



104 

position to meet the industrial needs of the community. The several 
paragraphs which follow present, in brief, some of the more import- 
ant of these steps. They are offered at this time and in this form, 
as an outline of the plan for the department's future expansion. 

1. A Central Industrial Art School. — A school of this descrip- 
tion, with a variety of industrial art courses, is imperatively 
demanded at the present time. It should be under the city's 
direction and should maintain an intimate relation with the high 
school system to the end that talented graduates of the high schools 
might be directly forwarded into its classes. Only in this way can 
the city properly conserve its industrial art talent and develop 
it to the point where it will prove of most significant value to 
the community. No extended argument is offered for the estab- 
hshment of this school. It has been repeatedly offered in previous 
reports, but is best to be read in the school system of every 
foreign nation. Abroad, where the importance of the conservation 
of talent is thoroughly grasped, schools of the type indicated are 
to be found in every industrial city. 

2. A System of Industrial Art Scholarships. — A system of 
this description is needed, in addition to a central industrial art 
school, to insure talented pupils free instruction, and in addition, 
some financial aid during the period of their preparation. Similar 
scholarships are now to be had for those wishing to pursue scholastic 
courses. These should be extended to include the student with 
artistic gifts, who desires but cannot afford to undertake prolonged 
training. One again need only look abroad to see wide-spread 
efforts to insure this training for the deserving. "Stipendia," as 
they are called on the Continent, or ' 'grants," as they are termed 
in the Enghsh system, are made to students whose work is rated 
as excellent but whose means forbid a continuance of their study 
without some financial aid. This is an economic question, not 
one of charity. If this country needs trained designers in the 
industries — and it surely does — then it must be prepared to pay 
for their training. The method recommended is one which has the 
sanction of the long experience of wise observers in other school 
systems than our own. 



105 

3. Elective Art Courses. — At the present time there offers 
in the fourth year of the high schools a system of Elective Art 
Courses. This is of comparatively recent development but has 
already proved its value. An extension of this system is needed 
downward through the high school grades, to the end that talented 
pupils may find open to them in several (if not all) of the schools, 
an opportunity to elect courses in drawing and design of from 
five to ten periods a week in the second and succeeding high 
school years. This again is but another step toward the discovery 
and sifting out of these pupils and their adequate preparation for 
further professional training. If this plan is put into operation, it 
will become possible to organize a school for boys on a similar 
basis to the highly successful industrial art school now carried on 
for girls in the Washington Irving High School. 

4. A Trade Co-operative Committee. — An organization of 
a committee in what is known as ^'the Trade" would advance the 
work of the high schools, provided that those composing it were 
representatives of the foremost industries and were interested 
and active in aiding the work of the schools. A co-operative 
body so composed would offer an opportunity for the review 
of school plans and their discussion from professional standpoints, 
it would bring the art teachers into desirable relations with the 
art world outside the schools, and would permit those in that 
world to obtain a better and more sympathetic insight into the 
work of the class room. 

5. Art Trade Apprenticeships. — Through the development of 
trade relations it would become possible to promote a scheme of 
art trade apprenticeships, or better perhaps termed ''trade 
scholarships." These should take the form of positions for in- 
dustrial art graduates of the high schools in trade studios {i.e., 
the designing rooms of different art industries), where they would 
be employed on a living wage with the opportunity for early 
promotion as the learner advanced. This limited trade apprentice- 
ship would serve as a very valuable introduction to the practical 
world outside the school, for though the latter may teach well 
within its own walls, the actual experience of the shop is necessary 



106 

to the learner's education. In this suggestion may be found the 
solution of a difficult problem — that of the introduction of the 
school-trained student to the professional field. Practical experi- 
ence within our own system has proven the value of the sug- 
gestion and has indicated the possibility of its wider application. 

6. A Placement Bureau for Talented Graduates. — A corol- 
lary of the recommendation above would be the establishment, 
in connection with the art department, of a bureau whose func- 
tions would be the ascertaining of the needs of the art trades of 
the city and the placement of talented graduates in positions where 
their particular training and skill would be utilized to the best 
advantage. Similar placement bureaus in other high school 
departments have already been found to be of marked value. 

7. A Training School for Art Teachers, — A school of this 
description under the auspices of the city would prove of great 
value. The city itself could absorb many of its graduates as art 
teachers in the elementary and high schools, and graduates in 
excess of the needs of the city could readily obtain positions in 
other school systems. It could best be developed in connection 
with the industrial art school already described. The advantages 
attaching to it would reside in the opportunity which would offer 
of developing courses of instruction particularly adapted to the 
needs of present-day conditions of instruction. Most, if not all, 
normal art schools are weak in the department of ' 'methods." 
The techniques of drawing and design are taught, but not equally 
well the methods of teaching these subjects to elementary and 
high school pupils. Few normal art schools have adequate pro- 
visions for ' 'practice work," the average normal school for grade 
teachers offering far more in this department than does the art 
school. As a result, the art teacher on graduation is less well- 
prepared to teach than is the teacher prepared for the grades. 
This disadvantage is one not easily overcome. The art teacher 
undrilled in the technique of preparing and presenting lessons 
lacks a very essential element to a class room success and must 
later acquire it with difficulty. It is a mistaken belief that the 
best training ground for the teacher is the class room. If the 



107 

beginner has been well-grounded under good critic teachers before 
essaying regular practice, the class-room affords an opportunity 
for the application of lessons learned. If on the contrary, the 
teacher has been ill-prepared, there is every likelihood of errors 
in preparation, in presentation, questioning and demonstration 
being repeated indefinitely, and made difficult of correction 
through su<;h repetition. 

8. Credits for College E^itrance.— Bedded advantage would 
attach to a plan offering credits in drawing for college entrance. 
At the present time the talented pupil is steered away from his 
talent rather than toward it. If he desires to go forward to college 
courses he must prepare in those subjects which are credited for 
college entrance. As the drawing done in high schools is not 
credited, he must perforce neglect the subject for which nature 
has given him a peculiar ability. The result of the present unwise 
arrangement is that classes designed for pupils of talent see these 
pupils anxious but unable to elect the work. This condition of 
affairs should be abolished in favor of one which gives equal 
credit, hour for hour, to drawing as to other subjects offered for 
college entrance. 

9. Supplemental Pay for Chairmen.— Recognition of the addi- 
tional labor and responsibility entailed l)y the position of chairman 
in the larger high schools should be recognized by supplemental 
payments attached to the position. These payments in appropriate 
amounts would serve as an increased stimulus to professional 
study of the problems offered in these executive positions. They 
would also act to stimulate those in the corps gifted with admini- 
strative ability to advance this in every possible way with a view 
to promotion to the office of chairman. The position of First 
Assistant is now recognized as a salary grade. It does not neces- 
sarily carry with it the assignment of the chairmanship of the 
department. The latter is the real executive position and should 
be subject to change dependent upon the assigned officer's 
abihty to do the work essential to the office. If additional work 
is thus required of a teacher without a first assistant's hcense 
it should be rewarded. A plan which gave a moderate supplement 



108 

to chairmen in schools with six art teachers (and less than twelve) 
and a somewhat greater supplement to schools with twelve art 
teachers (and over), would meet the needs of the situation. At 
the present time there are in the art department only three first 
assistants. These are chairmen in their respective departments, 
two in departments of six teachers, one in a department of seven 
teachers. Of the twenty-four high schools only one has but a 
single art teacher; eleven, have more than six teachers (and less 
than twelve). Only one has more than twelve teachers {i.e., the 
Washington Irving High School, with twenty-one art teachers.) 

10. Recognition of Distinguished Service. — The entire school 
system lacks any adequate scheme of recognition for distinguished 
service. Great corperate bodies have long recognized the fact 
that such recognition is a legitimate stimulus to work of a high 
order of merit. This stimulus does not come and cannot come from 
automatic increases in pay. It should be given in the form and 
with the public honor attached to it that would serve to mark 
the recipient as one who has given to the city and to its school 
system an unusual measure of devotion and one not required by 
by-laws and regulations. That there are such teachers in the 
city's service, no one who knows that service can have a doubt. 
It should be possible for the heads of schools or of a department, 
as the art department, to nominate from time to time, those whose 
services are of unusual merit, that their services may be considered 
by an appropriate board. If found worthy, they should be re- 
warded either by citation by the superintendent of schools or in 
such other fashion — medal, certificate, distinguished service order, 
etc., as may be deemed appropriate. 



RECOMMENDATIONS APPROVED 

In connection with the foregoing statement of the steps which 
profitably might be taken to widen the department's activities, 
it is desired to note that several recommendations of the depart- 
ment made in previous years have been approved by the Board 
of Superintendents but have had no favorable action by the Board 
of Estimate and Apportionment. 



109 

These recommendations still stand as phases of work which 
would serve markedly to increase the value of the department to 
the city. Among them will be found the group adopted by the 
Board of Superintendents at the meeting held, May 25, 1916, 
and recommended to the Board of Education for inclusion in the 
school budget for 1917, as follows: 

1. Resolved, That the Board of Superintendents recommends 
for the Budget for 1917, an art scholarship in each high school, 
at $100, the sum of $2,400. 

2. Resolved, That the Board of Superintendents recommends 
for the 1917 Budget provision for one art cooperative teacher 
at $1,200. 

3. Resolved, That the Board of Superintendents recommends 
to the Board of Education that in providing for the erection 
of new high school buildings, 2 per cent of the total cost be appro- 
priated for mural decorations. 

4. Resolved, That the Board of Superintendents recommends 
for inclusion in the 1917 Budget an appropriation for three Satur- 
day morning art classes (for high school pupils) on thirty Satur- 
days; teachers at $6 per day, $540; supplies at $25 per class, 
$75; incidentals, circulars, postage, etc., $100. Total $715. 

5. Resolved, That the Board of Superintendents recom- 
mends for inclusion in the 1917 Budget an appropriation for 
exhibition cases in the high schools at $300 each, a total of $3,000. 



WAR SERVICE OF THE ART DEPART^IENT 

The most significant work of the art department during the 
past year has been the conservation and development of industrial 
art talent that it may be available in the commercial struggle 
after the war. This conservation and development have been 
carried on by various agencies: Competitions, special courses, 
scholarships, trade committees, trade visits, etc. In itself this 



110 

is the most important service the art department is doing for the 
schools in connection with the war. 

Among other contributory elements of the department to the 
war work of the schools, the following are noted: 

1. Making of war posters. These have been made in great 
number for the Red Cross, Liberty Loan, etc. Many hundreds 
have been devised and several exhibitions of these posters have 
been held. 

2. The development of large graphic charts to aid in the 
Liberty Loan and other campaigns. Much ingenuity has been 
shown by the art teachers in the construction of these charts. They 
have been found very stimulating to the workers and to the con- 
tributors. 

3. The sales of articles of aesthetic value made under the 
auspices of the art department to raise funds for Red Cross and 
other purposes. Very significant contributions have been made 
in this way through the art department. The Washington Irving 
High School made $400 profit at its bazaar, Christmas, 1917. 
The Morris High School made over $1,200 profit at its fair in 
June, 1918. Many bazaars in other high schools have been held 
under the auspices of the art department. 

4. The promotion of industrial art scholarships has been 
specifically advanced because of the war, by the different art 
departments, that talented pupils might be available for service 
to the art trades immediately after the war. 

5. The art departments of different schools have assisted in 
various ways in the artistic supervision of entertainments given 
by other departments for war charity and relief. This assistance 
has been given in stage decoration, stage management, lighting, etc. 

6. The art department has aided through the various maga- 
zines and publications of the high schools by contributing pictures 
of a stimulating nature dealing with the war. The illustrations 



Ill 



have served to make the magazines of current interest and value 
in quickenino- the understanding of pupils as to the nature and 
purpose of the war. 

PUPILS UNDER INSTRUCTION IN FIRST TWO YEARS 

Register of pupils in First Year classes for month of May, 1918. 13,238 Boys 

14,180 Girls 
Register of pupils in Second Year classes for Month of May, 1918 8,173 Boys 

8,732 Girls 

Total pupils in First and Second Year classes 44,323 

Total number of pupils under instruction, May, 1917 45,259 

Decrease in year 936 

Note. — Drawing is a required subject of all pupils in the first and second 
high school years, with the exception of a limited number in short commer- 
cial courses, that study drawing only in the first year. 

TEACHERS UNDER SUPERVISION 



High School 

Commerce 

DeWitt Clinton . . . 
Julia Richman . . . . 

Stuyvesant 

Wadleigh 

Washington Irving. 
Evander Cliilds . . . 

Morris 

Bay Ridge 

Boys 

Bushwick 

Commercial 



Men Women 



1 

4 
5 

7 
22 

4 
11 



High School 
Eastern District . 
Erasmus Hall . . . . 

Girls 

Manual Training . 

New Utrecht 

Bryant 

Far Rockaway . . . 

Plushing 

Jamaica 

Newtown. 

Richmond Hill . . . 
Curtis 



Men Women 
4 

2 5 

7 

1 5 

2 
3 
1 
2 
3 
2 
1 
2 



34 65 6 

Total: 40 Men, 102 Women. General Total, 142. 
Total number of teachers, June, 1917, 149. Decrease in year, 7. 



37 



Respectfully submitted, 



JAMES P. HANEY, 

Director of Art in High Schools. 



112 



NEW YORK CITY BOYS IN FARM SERVICE 

SUMMARY OF WORK IN 1917 

As early as 1912 the seriousness of the farm labor question 
was being felt in all parts of the country. Industries were paying 
larger wages than the farmer could afford to pay. The attrac- 
tiveness and convenience of city life compared with farm life lured 
the boys from the land ; farmers, short of help, produced less food 
than before; the population kept increasing, and the high cost of 
living was a fact. 

The United States from the beginning of the war was a big 
factor in furnishing food, transportation, and munitions. These 
pursuits necessarily took a great many men from the farms, and 
the cost of living took another step upward. 

At the time of the sinking of the Lusitania it became evident 
to thinking people that the United States would play a more active 
part in the war than either Germany or the Allies had suspected 
up to that time, and the young men of the country began to enlist 
in the French, English, and Canadian armies. The men who went 
to fight reduced the number who stayed at home to grow the food 
necessary for the sustenance of the armies and civihan population. 

For three years antedating our entrance into the war immigra- 
tion from Southern Europe shrunk to the vanishing point. The 
number of foreign laborers entering the United States decreased 
at the rate of almost a million men a year. 

On April 6, 1917, the United States entered the war; the 
selective draft was put into operation; farm help dwindled more 
rapidly than ever. The farm census showed that New York 
State farm workers decreased nearly 20,000. It became evident 
that a new source for such labor must be sought. Various sugges- 
tions were made; business men were asked to help, and closed their 



113 

stores part of the day, going into the fields to work; various or- 
ganizations made efforts to induce city employees to go to work 
on the farms; industries were asked to close for a few days at a 
time in order that the factory workers might go into the fields. 
These efforts, creditable as they were, gave the farmer only 
intermittent help but did not give him the rehef which he so 
much needed— the steady, dependable labor to grow enough 
food for our own maintenance, the sustenance of our armies, and 
the big surplus for our AUies. 

At this point, early in 1917 when our armies were forming, 
it was decided that school boys of the cities and villages should 
form an agricultural army to drive back the spectre of hunger 
and fill the gap in the ranks of food production. 

From Dr. Tildsley's report of 1917. The Board of Education 
of New York City was well to the forefront of the movement. 
At a regular meeting on April 11, a resolution was adopted pro- 
viding for the appointment of a Special War Service Committee 
of the Board. The following members were selected to act on this 
■committee : 

Mr. Gilpatric, Chairman 

Mr. Allison 

Mr. Churchill 

Mr. Dwight 

Mr. Giddings 

Mr. Weber 

Mr. Mullan 

In order that there might be some teachers who would devote 
their entire time to the movement, a High School Sub-Committee 
was appointed at the request of Mr. Gilpatric. This committee 
consisted of: 

Mr. George Hewitt, Evander Childs High School. 

Dr. Michael H. Lucey, Principal Julia Richman High 

School. 
Dr. John D. McCarthy, Morris High School. 
Frank A. Rexford, Erasmus Hall High School. 



114 

Mr. Hewitt directed the work up to July 1, and Dr. Lucey 
after that date. 

On April 19, Dr. Tildsley called a conference of High School 
Principals for Monday, April 23, to talk over the matter of volun- 
teers for farm cadet service. In the meantime, blank forms 
headed, '^ Volunteer for Farm Cadet Service" had been issued by 
the State authorities, and distributed to all the high schools, in 
sufficient number to enroll all boys if necessary. Coming, as 
theses blanks did, when the public mind was filled with the appeals 
of the President and other public officials, thousands of boys 
enrolled. The boys expected to be uniformed and to be taken out 
of school on May 1. As a consequence, their interest in their 
studies slackened and the work of the schools was seriously 
hampered. 

While the State had asked us to enroll the boys, it had made 
no definite provision for placing them. This task was now taken 
up by the sub-committee mentioned above, acting under the 
direction of Mr. Gilpatric. Mr. Rexford of Erasmus Hall had 
already worked out a plan whereby a group of students under 
his direction would go into the country and work their own land 
and market their own crop. 

Dr. McCarthy who had had considerable experience in placing 
boys on farms, now had 10,000 circulars suggesting the value of 
the boys as farm helpers distributed, between April 27 and June 
11, among the farmers of New York State, by means of milk 
companies, railroads, express companies, agricultural organiza- 
tions, chambers of commerce, newspapers, etc. But this seed, 
for the most part, fell on stony ground. Everyone except the 
farmer was evidently awake to the situation. From the 10,000 
circulars only thirty answers were received, and it is doubtful if 
more than ten boys were placed as a result of this advertising. 
The season was late, and besides, the farmers were not willing to 
take city boys. 

In the hope that something further might be done to bring 
the urgency of the situation home to the farmers, an invitation 



115 

was sent by Dr. Tildsley on May 3 to all teachers in high schools 
interested in the farm service work to meet and discuss ways and 
means of making a more personal appeal to the farmers. About 
seventy-five teachers responded to this call and contributed several 
concrete suggestions as to how best to reach the farmer. The sug- 
gestion that seemed to be most possible of immediate application 
was that those teachers who were well acquainted in farming 
communities within two hundred miles of New York City should 
be excused from their school duties for a few days to go to the 
farmers and try to convince them that they must increase the food 
production during the coming summer, and that they would in any 
event have to depend on high school boys in a large measure 
for help. 

In accordance with this suggestion teachers from the various 
high schools were sent out for a few days at a time to canvass 
their former home counties in New York, New Jersey, and 
Pennsylvania, but for the most part their reports were not 
promising. The farmers were dubious about city boys; they 
wanted efficient farm laborers; the boys would smoke cigarettes 
in the barn; they would not be used to getting up early; they 
would not stick to the job when they got blisters on their hands. 
Despite these pessimistic croakings a number of men did place 
groups of boys here and there in the country near .their own 
former homes. 

Superintendent Lyons was one of the first to take a group, going 
up to Brookside Farm near Newburg with twenty-four boys. 
This camp was later put in charge of Mr. Herbert McCreary of 
Manual Training High School. These he quartered partly in a 
schoolhouse and partly in a tent furnished by the New York City 
Board of Education. Mr. Frank Trapp of the Morris High School 
placed twenty-three boys on farms near his home at McLean, 
N. Y., while Mr. Frankhn D. Robinson of New Utrecht High 
School did the same with a group at Maryland. Mr. Frank A. 
Rexford of Erasmus Hall High School started a camp of fifteen 
boys on his own farm at Earlville, N. Y. Through Dr. Michael 
H. Lucey, Mr. Gilpatric, Chairman of the War Service Committee 



116 

of the Board of Education, succeeded in getting the co-operation of 
an organization known as the Long Island Food Reserve Bat- 
tahon. This organization ultimately established six camps of 
fifty boys each, over half of whom were taken from the city high 
schools. 

Thus, despite discouragement at the start, the movement 
grew. On May 2, there were only thirty-one boys placed ; a month 
later there were over six hundred, while the total number that 
was finally placed was approximately one thousand. 

The boys of the high schools responded to the call with en- 
thusiasm. In fact, during the month of May the applicants 
outnumbered the positions twenty-five to one. Although patri- 
otism was the ground on which the appeal to the boys for farm 
service was largely made, other factors, such as a desire to go out 
into the country for the summer and a desire to earn money 
undoubtedly prompted many boys to offer their services. 



ATTITUDE OF FARMERS 

From an attitude of skepticism or distrust the farmers in most 
cases came to have a feeling of cordial, active sympathy and 
willingness to do much to cooperate with these directing the work. 
It is only fair to state that at the end of the 1917 season there were 
still some farmers who had not been converted to the feasibility 
of the movement to put city high school boys on farms. In some 
cases this was due to the fact that the boys selected did not make 
good; in others to a temperamental maladjustment, and in still 
others to the fact that the farmers were very inconsiderate of the 
boys, and did not appreciate the limitations of a boy's ability 
to do farm work. 

FARM SERVICE IN 1918 

The experiences of the summer of 1917 made it evident that 
steps should be taken early if the boys were to be properly or- 
ganized and be of great help as food producers. On January 4, the 



117 

matter was placed before the State Education Department at 
Albany and the plan for projecting boy labor was discussed and 
approved. On January 11, the High School Principals' Associa- 
tion at the request of Superintendent Tildsley discussed the 
matter from the school standpoint, each principal reporting on the 
scholarship of the boys then in school who had been out for farm 
service in 1917. The results were encouraging. The principals 
in general reported that the boys who went out for farm service 
in 1917, including those who were not considered good students, 
had returned to school in the fall, and had done, on the whole, 
better work than previously. The reason for this was attributed 
to the fact that they had had this farm experience. The plan 
of sending boys out on farms in 1918 was approved. 

On January 21, Mr. Calvin Huson, Director of the Bureau of 
Production of the New York State Food Commission, went over 
the plans for placing boys on farms, and while somewhat skeptical, 
said that he believed that if the boys were properly supervised, 
'^they would do a wonderful amount of work," and that he would 
try to influence the Food Commission to make an appropriation 
for covering the traveling expenses of boys and supervisors. 

On February 1, the New York City Board of Education 
placed Frank A. Rexford in charge of the New York City boys 
who were going out for farm service. 

February 19, the Food Commission held a regular meeting at 
which D. F. Putnam, Madison County Farm Bureau Agent, 
J. Arthur Brooks, representative farmer, and Frank A. Rexford 
were present. These men explained how the boys' help had 
worked out in their county in 1917, and requested that the Food 
Commission endorse a plan to appropriate a substantial amount for 
sending the boys. February 20, enrollment started in each of the 
nineteen New York City high schools attended by boys. A teacher 
was placed in charge of the work in each school and acted as en- 
rollment officer. March 1, a survey w^as taken of the number of 
bo3'S available and the number physically fit in the high schools. 
The results showed that there were 8,803 boys physically fit and 



118 

923 volunteers. March 2, the State Education Department at 
Albany made final arrangements for releasing boys for farm 
service. March 4, the State Food Commission created the New 
York State Boys' Working Reserve as a vehicle for promoting 
boy labor on farms. For this organization they made an appro- 
priation of $50,000 to pay the traveling expenses of boys and 
supervisors — $25,000 of which was to be used by New York City 
boys exclusively. Mr. Henry D. Sayer of the State Industrial 
Commission was appointed Director. Mr. Barnes of the State 
Employment Bureau, Dr. George W. Edwards of the United 
States Boys' Working Reserve, and Mr. Rexford representing 
the New York City Board of Education were made Assistant 
Directors. March 7, the Board of Education passed a resolution 
appropriating $19,000 for the purpose of assisting in the placing 
and supervising of boys enlisted in the New York State Boys' 
Working Reserve. 

The boys did not move very rapidly. They enlisted and were 
faithful to their pledge, but the farmers did not realize the im- 
portance of having help immediately. They believed that some 
wind of destiny would blow experienced help to them. 

The method of placing boys was resorted to which proved so 
successful last year. Teachers in the schools who were acquainted 
with conditions in the country volunteered their services and went 
to their home neighborhoods to interview farmers and find places 
for the boys. No boy was allowed to leave school until a contract 
was signed by the farmer, thus the boy was either at school or at 
work. The New York City boys were given the territory east of 
Ithaca and south of the Mohawk River. The boys in up-state 
cities were enrolled to go out on the farms. Where there were not 
enough local boys, groups were shipped from New York City. 
The forms of enlistment blank and farmer's application blank were 
as follows: 



119 

ENLISTMENT BLANK 
NEW YORK STATE BOYS' WORKING RESERVE 

OF THE NEW YORK STATE FOOD COMMISSION 

NEW YORK STATE NEW YORK STATE NEW YORK STATE 

DEPARTMENT OF EDUCATION PUBLIC EMPLOYMENT BUREAU FARM BUREAU ASSOCIATIONS 

CO-OPERATING WITH 

UNITED STATES BOYS' WORKING RESERVE 
(United States Department of Labor) 



Boys i6 years of age or over havinf; satisfactory standing in all subjects on llio date of leavinR school will be released from 
Regents examinations and allowed school credit on account of work done on farms. A sufficient amount of service must be rcnderc<l 
to compensate for loss of time in school. 

Name _ Street No City County 

Phone..- School (If a school boy) Class. .._ 

Height Weight Age Church preference .^^ 

Have you harnessed horses' Double? Single? Three-horse team? 

What work have you done with horses? Plowing? Harrowing? 

Mowing? Driving wagon? 

Are you a milker? JHow many cows have you milked at one milking time? 

Are you willing to learn to milk? ..._ 

Have you ever driven an automobile? Make of car?._ 

How much have you driven? _ 

Have you ever run a gas engine? What doing? „ How long? '. 

Have you ever worked on a farm? H so, state just what your farming experience has beca_ 



Reference: Name „ Addresa_ 

What kind of farming do you wish to enlist for? 



(General farming, about May i ; fruit picking. July l) 

Are you willing to take either work if needed? Will you stay as long as needed? __ 

What part of State do you prefer? Will you go where sent in New York State' 

Do you smoke' 

PARENTS' OR GUARDIANS' APPROVAL 

Do yott approve of this boy enlisting in this work? Can wo count on him to be ready to go to the 

country for 13 weeks when called? Are you willing to place this boy in charge of a selected, experienced 

teacher or supervisor? In your opinion, is the boy physically fitted for this work?.__ 

Would you prefer to have him (a) in camp? (b) with an individual farmer? 



Parent 
Guardian 



Date 

(FILL OUT AND RETURN IMMEDIATELY) 



Name of Employer Date sent 


Result 















120 



APPLICATION BLANK 

NEW YORK STATE BOYS' WORKING RESERVE 

OF THE NEW YORK STATE FOOD COMMISSION 

NEW YORK STATE NEW YORK STATE NEW YORK STATE 

DEPARTMENT OF EDUCATION PUBLIC EMPLOYMENT BUREAU FARM BUREAU ASSOCIATIONS 

CO-OPERATING WITH 

UNITED STATES BOYS' WORKING RESERVE 
(Uniced Stales Department of Labor} 



I hereby apply for boys to be employed by me as 

according to the terms and regulations set forth in this application. 

I shall need these boys to begin work upon and will probably require their 

(Month) (Date) 

services, if satisfactory, until. _ 

(Month) (Date) 

* If these boys are placed in a preliminary training camp before coming to me, I agree to pay $ 

( dollars) per boy to cover expense of such training. Check for dollars is herewith 

attached with the understanding that if I do not have a boy assigned to me, or if the boy that is assigned to me 
is not recruited from a training camp, the....... ..dollars will be returned to me. 

I agree to employ these boys for a minimum of 12 (twelve) weeks at a wage of not less than: $3.75 per week 
for the first four weeks; $5 per week for the second four weeks; $6.25 per week for the third four weeks. I agree 
to pay the boy weekly. 

If the boy lives in a camp, I agree to pay $ per week for his board and plain washing, and if he 

lives with me, I will furnish his board and plain washing ; the above to be io addition to his wages. 

On rainy days, I agree to use this boy's services as far as possible under cover. 

1 agree to give the boy one whole day during the time he is in my employ, said day to be named by the local 
director. I agree that he shall have one-half day for recreation during each four-week period he is in my employ 
and that these recreational days shall be exclusive of legal holidays. No deduction of wages to be made for these 
recreational holidays. 

I agree, if the boy is unsatisfactory, to give the local director and the boy one week's notice or give the boy 
one week's pay at the rate fie would be receiving for that week, furnishing the local director with a statement in 
writing giving my reasons for desiring the boy's withdrawal. 

Whenever, in the opinion of the local director, the conditions of living or of service are not satisfactory, the 
boy may be withdrawn without prejudice to him. 

The nature of the work for which this boy is required is 



Sign here 

Phone Street Address 

Town County. 

Date...„ „ Nearest Railroad or Trolley Station 



Boys will be placed in preliminary training camps wherever possible for a period of a week or ten days. The termination of 
■ - • .. If the boys are to remain more than 12 v/eeks, new bargains must 



this contract v/iU be I2 weeks from the date of beginning service, 
be made and approved by the local director and supervisor, 



Name of Boy 


Date sent 


Result 















121 
COOPERATING AGENCIES 

By the time the boys were ready for the field six different 
agencies were cooperating for the purpose of producing food 
and seeing that the boy had a healthful and profitable summer. 
These agencies were the New York City Board of Education, 
New York State Department of Education, New York State Food 
Commission, New York State Industrial Commission, New York 
State Farm Bureau Association, and the United States Boys' 
Working Reserve of the United States Department of Labor. 



NEW YORK CITY BOARD OF EDUCATION 

The work was carried on under Dr. Tildsley's supervision; 
Mr. Rexford was given desk room and a telephone in his office. 
The high schools enrolled the boys and the teachers volunteered 
their services in the spring in enlisting boys for jobs in the coun- 
try. They also kept a record of the work that each boy was doing, 
his loyalty and faithfulness to the job, and they guarded against 
his exploitation. In the fall when it became necessary to keep 
boys out of school to harvest some of the crops, teachers volun- 
teered to do extra work when the boys came back, to help them 
to catch up with their classmates. The Board of Education 
furnished fifty-nine teachers during the summer, paying them 
their regular salaries plus $50 per month for carrying on the super- 
visory work. 

EXTENSION 

Early in May the organizations of the New York State Boys' 
Working Reserve found that the enrollment and placing of boys 
in other cities were not going on with the same degree of satisfac- 
tion as they were in New York. At this time the Director of the 
New York State Boys' Working Reserve asked permission from 
the Board of Education to have Mr. Rexford extend his activities 
to include all of New York State. This permission was given. 
The State was '^zoned," with a Zone Director in each locality. 



122 

Mr. Rexford was named Chief Zone Director of New York State. 
Through Dr. Tildsley's office were supervised not only the 2,000 
New York City boys, but also the 12,000 boys in other parts 
of the State. 

THE STATE DEPARTMENT OF EDUCATION 

This agency released boys with Regents credit, made rules 
for allowing this credit, and offered the assistance of some two 
hundred District Superintendents and Agricultural Directors to 
help in the supervision. The following is a copy of the circular 
which was sent out by the State Department defining the rules and 
regulations under which boys might be released : 

''This circular is issued to answer a large number of inquiries con- 
cerning the release of pupils from high schools for farm service: 

"1. For credit toward academic and college entrance diplomas, the 
maximum allowance that will be granted to pupils released from school 
for farm service will be 19 counts for one year's work, instead of 18 as 
announced in the February circular. In estimating the 19 counts only 
one year's work of a cumulative subject will be considered; for example: 
Latin 2nd year will count 5 for this purpose, although it counts 10 toward 
the diploma. 

"2. Only 30 counts can be accepted on certificate for the college 
entrance diploma, including credits for last year and this year. For the 
academic diploma, 38 counts will be the maximum allowance for the 
total of both years. 

''3. Credits granted on certificate to pupils released for farm service 
cannot be applied toward qualifying certificates (law student certificate, 
medical student certificate, etc.), since the statute requires for these 
certificates the passing of examinations at 75 per cent. 

"4. No academic credit will be granted except for work in recog- 
nized academic schools. No credit will be granted for third and fourth 
year subjects in junior schools or for fourth year subjects in middle 
schools. 

"5. No credit can be granted for a subject that has not been regu- 
larly pursued in an approved school up to the time of release. Subjects 
failed in previous Regents examinations may not be certified for credit 
unless the pupil has continuously and regularly studied the subject in 
school since the examination and has done satisfactory work. 



123 

"6. A pupil who has previously failed in Regents examinations in 
the second year of a language must not be certified for credit in the 
third year of that language. He must take Regents examinations to 
secure credit. This same general principle will be followed in consider- 
ing claims in other cumulative subjects. 

'7. No pupil should be certified for credit in any subject unless he 
would have completed the full time in the study of such subject by the 
end of the present school year. 

''8. A pupil released for farm service may have credit on certificate 
for part of his work and take Regents examinations for credit in as much 
as he desires, but the credit on certificate should be for the subjects in 
which his standings are highest. 

"9. Release may be granted at any time between April 1 and June 
1, provided the pupil is immediately engaged in farm work when re- 
leased. 

"If released after June 1, pupils must take, the regular Regents 
examinations for credit. 

"10. Pupils released with credit will be expected to serve through 
the summer, or at least for one full month of farm work after July 1. 

"11. Pupils whose services are needed intermittently should not be 
released from school nor excused from the examinations, but should be 
excused from school temporarily when their services are needed and 
should take the examinations regularly for their credit. 

"12. No credit can be given on certificate for a pupil released for 
service outside the State or for any occupation other than farm work. 
House work on a farm will be considered farm work. 

"13. Girls may be released in accordance with the provisions of the 
compulsory attendance law and the labor law only for service at their 
own homes. 

"14. Pupils released from elementary schools in accordance with the 
compulsory attendance law and the labor law may be credited with 
subjects required for the preliminary certificate if approved by the 
Superintendent. 

"15. Training class pupils may be released from school and receive 
credit under the same general condition as pupils in high schools. 

"16. If unreasonable claims for credit are made the Department 
reserves the right to determine from the previous record of the pupil in 
Regents examinations what credit and how much may be granted. 



124 

"Superintendents, principals and teachers should bear in mind that 
the purpose of releasing pupils from school is to increase the food sup- 
ply, not to furnish conditions by which any pupil may be further ad- 
vanced in his school course by leaving school than he would be if he 
remained in school to the end of the year' The motive should be serv- 
ice, not counts; sacrifice, not personal advantage. No pupil should be 
released unless it is clear that he is impelled by a desire to serve. 

"CHAS. F. WHEELOCK, 

"Assistant Commissioner 

for Secondary Education." 



THE STATE FOOD COMMISSION 

This agency created the Boys' Working Reserve, and appro- 
priated $25,000 for the traveling expenses of New York City 
boys and their supervisors; it paid the salary of five Zone Direc- 
tors; it paid for the printing of forms for keeping records; it 
gave publicity to the movement; it furnished all clerical help for 
the central office of the Chief Zone Director and the Supervisor 
of Farm Service, which took care of the entire school records of the 
2,000 New York City boys. 



THE STATE INDUSTRIAL COMMISSION 

This agency offered the use of six employment bureaus through- 
out the city and the State. It gave to the boys the advantage of 
free physical examination in cases of disability or possible physical 
unfitness; placed its law department at our disposal to guard 
against exploitations of boys and girls and to insure payment of 
wages. There is no case of a boy not having been paid. 



THE COUNTY FARM BUREAUS 

These, being more favorably impressed with boy labor than 
previously, set about to provide the positions for the boys, and to 
vouch for the physical and moral conditions under which the 



125 



boys would live and work. This, of course, was a great help to 
our supervisors who in many cases did not know personally the 
farmers with whom the boys were to live. The farm bureaus 
also furnished office space and clerical help for our supervisors. 



THE UNITED STATES BOYS WORKING RESERVE OF THE UNITED 
STATES DEPARTMENT OF LABOR 

This agency co-operated with the New York State Boys' 
Working Reserve which included all of our boys. It gave the 
franking privilege on letters and telegrams, and bestowed the 
U. S. Service Badge and Honorable Service Bar on each boy who 
rendered satisfactory service. 



PLACING OF BOYS TRAINING CAMPS 

Training camps were established in April and May at Delhi 
and at Morrisville Agricultural Schools and at Mr. Rexford's 
farm where this project originated in 1917. Through these three 
camps 225 boys have passed. The training was simple in form. 
It was meant merely to teach the boy a few preliminary opera- 
tions that he might not be a nuisance when he went to a farm, 
and to prepare him for the life he was about to take up, thereby 
saving many a homesick hour. 

The testimony of the farmers who employed the boys from 
training camps and of the visitors who inspected the camps while 
the boys were in training leads us to believe that the plan of giving 
the boys a week or ten days of intensive agricultural training, 
under supervision, should be extended and put in force in all 
agricultural schools another year. The following is the program 
of a day's activities at any of the training camps : 

6.00 to 7.00 A. M., milking. 
7.30 A. M., breakfast. 

8.00 to 9.30 A. M., cleaning stables and caring for stock. 
9.30 to 12.00 A. M., working with horses, driving, hitching, harnessing, 
unharnessing, etc. 



126 



1.00 to 5.00 P. M., more work with horses in field; hitching to differ- 
ent farm implements. 
5.00 to 6.00 P. M., milking. 
6.00 to 7.00 P. M., supper. 
7.00 to 8.00 P. M., reading room, piano, illustrated farm talks, etc. 



INDIVIDUAL PLACEMENT 

By far the greatest number of boys placed was on individual 
farms, where the boy was all the help the farmer had. This was 
an ideal plan, since if the farmer was the right kind of man, as in 
most cases he was, he made a companion of the boy and worked 
with him, teaching him as he went along through the summer. 
The supervisors were the important cogs in this piece of machinery. 
Once a boy was placed on a farm he was visited each week by the 
supervisor; so the boy had something to look forward to, and the 
farmer as well as the boy was anxious to create a favorable im- 
pression on the supervisor. The working conditions on farms 
are not all that can be desired from the city man's standpoint. 
Nature works as long as the sun is above the horizon, and if the 
boy is going to keep step with the growing crops and keep the 
weeds from getting ahead, he must employ all his daylight hours 
with profitable labor. This does not mean that the boy works 
hard from sun to sun. Usually he works in the field from six to 
eight hours per day. Before the team starts in the morning, how- 
ever, the usual chores about a farm have to be done, and at the 
end of the day there is a repetition of this process. Probably 
the dairy farms require longer hours than any other. 

The supervisors who had charge of boys working on individual 
farms were located as follows: 

Supervisor School Town County 

L. J. Wayave New Utrecht Conklin Broome. 

A. A. Upham P. S. 139 Earlville Chenango, No. 

Floyd Fernalld- Stuyvesant Oxford Chenango, So. 

H. G. Greene Commercial Hudson Columbia. 

F. J. Melvin Commercial Chatham Columbia. 

Thos. F. Kane Curtis Delhi Delaware. 

F. D. Robinson .... Richmond Hill Delhi Delaware. 



127 

Supervisor School Town County 

Wm. Kauffman. . . .Eastern District. . . .Wappinger Falls. . . .Dutchess. 

Thos. F. Kane Stuyvesant Catskill .Greene. 

Jos. S. Corbett Stuyvesant Hicksville Long Island. 

Chas. R. Fay Erasmus Hall Cazenovia Madison. 

A. M. Townsend. . .Erasmus Hall Morrisville Madison. 

C. C. McCall Manual Training. . .Middletown Orange. 

Fred C. White Morris Patterson Putnam. 

Jos. Baron New Utrecht Liberty Sullivan. 

Frank G. Trapp. . . . Morris McLean Tompkins. 

Robert Proctor Commercial Kerhonkson Ulster. 

Harry M. Love Stuyvesant Yorktown Heights. . .Westchester. 

R. W. Sharpe DeWitt Chnton. . . .Springdale, Conn Westchester. 



LABOR SUPPLY CAMPS 

Conditions on Long Island made it seem advisable to have 
the boys live in groups, with their supervisors, because the farms 
on Long Island are largely divided into two classes, viz., those 
which are estates of the wealthy, and farms owned for the most 
part by foreigners. It was obvious that the boys could not in 
general become members of the families in either group, so, as 
the crops were in large tracts, camps were pitched where there 
was a great demand for labor. The bo3^s went home to the camps 
each night, and went out each morning. There were six of these 
camps on Long Island. They were under the general charge of Mr. 
Arthur L. Crossley of Bushwick High School, who was also the 
Zone Director for Long Island; the camps were located as follows: 

Arthur L. Crossley, Hicksville, In Charge 

S. T. Mersereau, of Bushwick High School, Supervisor of 
Equipment 

Supervisor High School Town 

R. C. Benedict Bushwick Hicksville 

Edward Fleischer Bushwick Hicksville 

William Corbett Stuyvesant Hicksville. 

Geo. M. Falion Bushwick Peconic. 

Edward C. Hood Flushing Farmingdale. 

Jas. Kirkpatrick Commerce East Williston. 

Maurice Levine Boys' Woodbury. 



128 



FRUIT PICKING 



The report of Mr. W. Jack Weaver, New York Zone Director, 
who was assigned by the Chief Zone Director to the supervision 
of the fruit picking camps, is here given: 

"There is not a particle of doubt that every bit of work done by the 
city boys on farms leads directly to increasing the food supply. This is 
a form of labor new on the farms and, in order to get the best results, 
both from the side of the farmer and the side of the boy, it is necessary 
that they be placed through a competent organization and be super- 
vised by competent men. 



BERRY PICKING 

"Besides the boys placed singly or in pairs on general farms in the 
zone, a number were placed in camps in the berry picking region. 

"The territory given over to the raising of small fruits in which the 
boys were used in sowing and harvesting, takes in the southern end of 
Ulster and the northern end of Orange Counties, and extends from High- 
land on the north to Newburgh on the south. 

"This region was divided into two sections, one including Highland 
and Milton, and the other Marlboro and Middlehope. Mr. Harry W. 
Millspaugh of DeWitt Chnton High School, New York City, took gen- 
eral supervision of the work in the northern section, and Mr. Herbert 
J. McCreary of Manual Training High School, New York City, took 
charge of the southern region. 

"These two men began about the 1st of May, and held meetings at 
places in the region to tell the farmers what the New York City Board 
of Education was prepared to do; explain to them the arrangements 
necessary in order to procure a camp of boys for berry picking; and 
receive applications for camps. 

"An application for a camp was an agreement to furnish work, sani- 
tary housing equipment, utensils, etc., for a camp of twenty boys on the 
part of the farmer, and an agreement to furnish the boys and the director 
on the part of the supervisors. 

"Many applications were received. Each farmer who presented an 
application was visited by one of the superintendents or the Zone Director, 
and his accommodations for housing and work conditions for a camp of 
twenty boys considered. 



129 

"Some farms could not be approved of, either from lack of work or 
lack of decent housing equipment. 

"In those that were satisfactory or nearly so, suggestions were made 
as to how they might be put in shape, and a detail list of cooking uten- 
sils given to the farmer. 

"At the same time that the appHcations were being received for 
berry picking camps, effort was being made to enlist boys and supervisors 
for fruit picking work. 

"Mr. Millspaugh and Mr. McCreary and the Zone Director went 
into the high schools and elementary schools of New York City, and 
the Zone Director visited the high schools of the other large cities of 
the zone, and twenty-four camps were procured for the work. Twenty- 
three of these camps came from New York City and the other from 
Kingston. 

"With each group of twenty boys from New York City a supervisor 
was furnished by the City, who received the same bonus as the other 
farm service workers. Each supervisor had the privilege of an expense 
account to cover his expenses, paid by the Food Commission; car 
fares of the boys who were faithful and remained to the end of the 
job were refunded to them by the Food Commission through their 
supervisors. 

"The camp from Kingston was under the direction of the Y. M. C. 
A., the Food Commission paying the car fares of the boys and the ex- 
penses of the supervisor. 

"The buildings in which the camps were made were of various kinds. 
They embraced berry shacks, school houses, vacant houses, tents, and, 
in one case, a building specially for the purpose. This last was on the 
farm of Mr. Charles Young in Marlboro, and was most satisfactory. 
Large houses in good repair were very satisfactory, but old, small houses 
and berry shacks were not on the whole satisfactory. There was too 
great a tendency to crowd too many boys in the small space, leading 
to disorder, confusion, and unsanitary conditions. 

"A brief summary of the tabulated facts is as follows: 

"There were 796 workers starting in at the berry picking; of these 
309 left or were dismissed before the finish of the work, leaving 487 to 
stay to the end and finish up the berry picking. 

"Altogether they picked 349,946 quarts of fruit, being 220,083 quarts 
currants, 185,747 pints raspberries, 19,431 quarts strawberries, 12,888 



130 

quarts cherries, 1,023 quarts blackberries, 1,551 quarts black currants, 
and 96 quarts gooseberries. 

"The picking was paid for by piece work at an average price of 2>^c. 
per quart for strawberries, currants, cherries, and 2c. per pint for rasp- 
berries. 

"The total earnings of all the workers was $10,283.85. 

"Out of this they paid for their board in camp. Figuring the actual 
cost of board in each camp for the boys who stayed through by the cost 
of board in that camp, during the period in which the camp was in oper- 
ation, and estimating for each boy who withdrew one week's board at 
an average of $3.50, we find that the approximate cost of food for the 
whole group was $8,227.68. This leaves a net earning of $2,056.17 which 
is divided among the 487 who remained to the end, and assuming that 
all who withdrew lost money or broke even, gives $4.23 as average earn- 
ings per boy for the season. 

"It is obvious that a great many boys lost money, although some 
exceptional workers earned from $15 to $30 net for the season. 

"Berry picking is rather tedious work and the small earnings when 
accompanied by rather poor housing accommodations and equipment 
led to homesickness among the younger boys and unrest among the 
older ones. These were the prime facts leading to the large number of 
withdrawals from the camps. 

"Where the equipment and housing facihties were in good condition, 
boys stayed through even though their earnings were small. 



HEALTH INSPECTION 

"All the camps were inspected by Dr. Laidlow, Sanitary Supervisor 
of the New York State Board of Health. His full report on each camp 
was turned over to Mr. Rexford. Briefly, he found few of the camps 
satisfactory in the respect to having a fly-proof toilet. Other points 
which he emphasized were screened kitchens, sanitary garbage disposal, 
removal of all letter, and substitution of some sort of canvas or tightly 
sewed straw bed off the floor so that it could be easily kept clean, in 
place of the messy pallet of straw on the floor. The Zone Director 
accompanied Dr. Laidlow on his inspection of the camps. 



131 

The location and supervision of the fruit picking camps were 
as follows: 

Herbert J. McCreary of Manual Training High School was in charge 
of the camps located in Orange County, with headquarters at New- 
burgh, N. Y. 

Supervisor High School Town 

Mary Bachelder Manual Training Marlboro. 

Juha B. Dennis Erasmus Hall Marlboro. 

Benj. Frumberg Boys' Marlboro. 

Florence Coding Manual Training Marlboro. 

Herman Haberman P. S. 167 Bk Highland. 

Walter R. Jones Manual Training. . Highland. 

Warren Kibby Commercial Middlehope. 

Albert Korobow P. S. 173 Newburgh. 

W. A. Kottman P. S. 147 Man Newburgh. 

Arthur Laswell Commercial Newburgh. 

Thomas Lynch Commercial Middlehope. 

John J. McDonald Manual Training Newburgh. 

Wm. C. Richardson Manual Training Marlboro. 

E. E. Smith Manual Training Marlboro. 

Russell Stryker Boys' Marlboro. 

Harry W. Millspaugh of DeWitt Clinton High School was in charge 
of the camps located in Ulster County, with headquarters at High- 
land, N. Y. 

Supervisor High School Town 

George Beal DeWitt Chnton Highland. 

Martha Bennett Morris Highland. 

M. Bergman Morris Highland. 

Henry Feldman P. S. 79 Highland. 

Samuel Goldman DeWitt Clinton Highland. 

David M. Hooks DeWitt Chnton Milton. 

Alexander Kaylin P. S. 25 Man Highland. 

Rosemary Mullen Washington Irving Marlboro. 

J. O. Schwarzenbach P. S. 188 Highland. 

Wm. Shapiro P. S. 7 Man Highland. 

Otis C. Skeele Morris Highland. 

Thomas Spector DeWitt Chnton Highland. 

Herman Stiller p. S. 184 Man Highland. 

Frederick Westphal DeWitt Chnton Highland. 



132 



TESTIMONY OF SERVICE 



The testimony of the service rendered by our boys and girls 
given by the farmers themselves in acres and bushels of food 
crops and the wages they paid the boys is more eloquent than 
anything that could be written. The compilation of farmers' 
reports is appended. 

The reports of the supervisors are all interesting, but lack 
of space prevents the publishing of more than the excerpts which 
follow : 

Mr. Robinson who took the first group of boys to Delaware 
County writes as follows: 

"The training at the agricultural school was very helpful, especially 
in the milking, as it saved the farmers' time and allowed the boys to par- 
ticipate in milking without the danger of drying up the farmers' cows. 
Mr. Dubois, the superintendent of the school at Delhi, is anxious to 
use the school next year as a training camp, starting April 15. At the 
close of the season we asked each farmer whether he considered the 
experiment a success and if he would take a boy another year under the 
same conditions. Without exception they agreed that the boys had 
been a great help and many of them were very enthusiastic, saying that 
the boys were better than the average farm help because they were more 
dependable. About half of the farmers voluntarily raised the boys' 
wages above the contract price. Several farmers said they did not know 
how they could possibly have gone through the summer without the 
boys, as they could get no other help, and without them it would have 
been necessary to reduce the size of their dairies." 

Mr. Thomas F. Kane of Curtis High School, who went with 
the second group of boys to Delaware County states: 

"We feel that the work in Delaware County was successful from the 
point of view of the farmer, as the boys quickly adapted themselves to 
dairy farming, and the effect of the summer's work on the boy will, we 
believe, tend to make him more self-reliant both mentally and physi- 
cally in solving life's problems." 

The boys who went to South Chenango County were from 
Stuyvesant High School, under the supervision of Mr. Floyd 
Fernalld. In speaking of the attitude of the farmers, he says : 

"I desire to record the impression which the boys created in the 
community. Some had expected that boys who came from an East 



133 

Side High School in Manhattan would prove a lot of toughs, but on the 
contrary, both the citizens of Oxford and the families in which the boys 
lived took notice of the fact that they were boys of character, good habits 
and refinement. As a result, many of the employers felt that they 
were losing a member of their families when the boys returned to the 
city. I was agreeably surprised at the generosity of many of the farmers 
in paying boys more than the minimum wage scale agreed upon. I was 
also pleased with the fact that when the boys came to leave, many re- 
ceived presents from satisfied employers, such as only farmers know how 
to make, consisting of honey, maple syrup, eggs, dressed chickens and 
even $5 gold pieces." 

Mr. Carleton C. McCall of Manual Training High School, 
who had a group of boys in Orange County says in part : 

''Both farmer and boy were always glad to see me, and our personal 
relations became very pleasant, so that I was sorry when the time came 
and so many of them went home. The farmers appreciated our efforts 
in their behalf, and many told me so. . . . All signs point to a much 
greater shortage of labor next year, and every effort should be made 
to increase the number of boys to help fill the demand." 

Mr. Alson A. Upham, P. S. 139, had charge of the camp 
at Earlville. The boys in this group came in for the week-end. 
A part of his report shows the close personal relationship which 
existed between the boys and their supervisors: 

"On Saturday nights the boys returned to the camp and stayed until 
Sunday night. Some times I went after them and returned them, and 
many times the farmer did this, being glad to do it because he needed 
the boys' help. On Sunday mornings the boys had military drill for 
30 minutes under the leadership of Donald Brown, the first part of the 
season, later, Eugene Olson, and in the afternoon they attended Sunday 
school for an hour. During the day each boy reported to me, told me 
what work he had done, how much pay he had received, and discussed 
any other matters that needed attention. In no case did one of these 
boys have any trouble with his employer, and in nearly every case the 
farmer took a personal interest in the boy and his work. The boys 
also took a personal interest in their respective farmers and their methods, 
and during the Sundays in camp spent many an interesting hour dis- 
cussing the relative merits of their employers and their ways of doing 
things. The effect of the interest thus stimulated and its benefit to the 
boys was apparent in the number of demands that came for their serv- 
ices, and in the number of compliments that the farmer employers paid to 
the boys and their work." 



134 

The following letters show the attitude which the farmers 
had at the end of the season: 

To Mr. Fred C. White, Supervisor. 

From Mr. E. F. Hayt, Farmer. Brewster, Dec. 13, 1918. 

Dear Sir: 

Now the harvest days are over and also the war, with a heart full 
of thanksgiving for the wonderful mercies God, in His infinite wisdom, 
has seen fit to bestow upon this country of ours, I feel it my duty to 
extend to you my thanks for the part you have taken in helping solve 
the help problem and in raising and securing our crops. You will doubt- 
less recall the attitude I assumed when you approached me as Master 
of our Grange in 1917 in regard to the employing of school boys on our 
farms. I was very skeptical, in fact discouraged the proposition. This 
spring when you asked me to assist in placing boys I was so favorably 
impressed with their work of the previous year that I gladly gave you 
aid. And it gives me pleasure to have been able to help you place some 
of the boys, as in nearly every instance they gave satisfaction. But 
permit me to add that I believe without a competent person to super- 
vise, to advise, to encourage, to adjust any difference between employer 
and employed, the scheme would have been an absolute failure. 

With best wishes, I am 

Sincerely yours. 



To Alson A. Upham, Supervisor. 

From Fred Evans, Farmer. Smyrna, Aug. 19, 1918. 

Dear Sir: 

Through these lines I wish to thank you and Mr. Rexford for the way 
you gentlemen entertained us at Camp Brooks, Aug. 19. Perhaps you 
would like to know just how I feel toward the boys. Early last spring 
Mr. Rexford came to me and explained about the boys. Although I 
wanted help I thought I only would have them to feed and wait on and 
do the work myself. And on July 15 my man left me and the only help 
in sight was the boys, so I called up the camp and, to my surprise, you 
had a boy for me. And I want to say to you he is a good willing worker, 
ready at all times to do his part of the work and does it well. Willing 
to be told and always trying to do his best. I don't see how us farmers 
could have harvested our crops without their help. On my threshing 
job there were three of your boys that did fine work, and if this cruel 
war lasts another year, I surely want a boy next year. 

Very truly yours, 



135 

To Alson A. Upham, Supervisor. 

From C. W. Humphrey, Farmer. Smyrna, Aug. 24, 1918. 

Dear Sir: 

Our boy, Alfred Jobson, has certainly made good. He has surely 
tried to do the very best he knew. And being a bright, intelligent boy, 
has succeeded. The plan is all right if fellows would try, but as you 
know, some of them do not. And^ perhaps, the employer does not 
have patience enough in teaching these boys. And expect too much in 
too short a time. We certainly could not ask more of a boj^, and am 
well satisfied, and if he goes, back to school with the same spirit he has 
displayed here, he will succeed anywhere and any way. 

Yours truly. 



QUANTITATIVE EVALUATION 

2,023 boys and 142 girls from this city rendered service on 
farms in 1918. For the most part these pupils were placed in the 
territory originally set off for New York City pupils, south of the 
Mohawk River and east of Ithaca. In fact, 1,792 students worked 
in this territory. 231 students were allowed to work in other 
parts of the country; the pupil so released, in each case, convinced 
the principal of the validity of the service. These 231 pupils were 
scattered over forty different counties and ten other states. While 
we received reports that these pupils actually rendered efficient 
service, we were not able to exact the complete quantitative 
report from their employers because our own supervisors were 
not with them. 

In reading the statistical report which follows, two points 
seem to be worth mentioning: 

1. The amount of work for which the boys are given credit 
is not excessive, since it is vouched for by the farmers. 

2. The average amount of food products attributed to boys 
throughout New York State is 12.3 acres, 14,000 boys partici- 
pating; the average for New York City boys is 16.4 acres for each 
of 1,792 boys. 



136 
NEW YORK STATE BOYS' WORKING RESERVE 

OF THE 

NEW YORK STATE FOOD COMMISSION 

U. S. Boys' Working Reserve N. Y. State Dept. of Education 
(Department of Labor) 

QUANTITATIVE REPORT ON FARM SERVICE, 1918 
LONG ISLAND ZONE 

Employees Nassau Queens Suffolk 

Total Employees 224 93 178 

Boys Employed 136 32 84 

Girls Employed 29 . . 30 

Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 8,095 2,864 5,024 

Total Acres Plowed 5,786 1,846 3,531 

Acres Plowed hy Boys 291 186 211 

Total Acres Harrowed 5,786 1,846 3,487 

Acres Harrowed hy Boys 371 186 196 

Total Acres Cultivated 4,706 1,501 2,876 

Acres Cultivated hy Boys 764 408 559 

Total Acres Hoed 4,681 1,501 2,821 

Acres Hoed hy Boys 1,551 409 591 

Food Crops Harvested 

Total Acres Winter Wheat 23 20 56 

Wirder Wheat Credited to Boys 3 3 8 

Total Acres Spring Wheat 

Spring Wheat Credited to Boys 

Total Acres Oats 100 50 130 

Oats Credited to Boys 20 13 15 

Total Acres Corn 1,210 535 780 

Corn Credited to Boys 408 133 173 

Total Acres Hay 411 161 255 

Hay Credited to Boys 175 50 62 

Total Acres Rye 558 83 123 

Rye Credited to Boys 342 17 23 

Oats and Peas Harvested 70 20 48 



153 


205 


151 


171 


471 


751 


353 


1,175 


101 


101 



137 

Nassau Queens Suffolk 

Oats and Peas Credited to Boys 25 5 15 

Total Acres Beans 80 10 210 

Beans Credited to Boys 20 3 65 

Total Acres Cabbage 305 50 171 

Cabbage Credited to Boys 165 25 38 

Total Acres Potatoes 1,930 330 930 

Potatoes Credited to Boys 864 139 317 

Bushels of Peas Picked by Boys 475 150 2,650 

Bushels of Beans Picked by Boys 675 200 1,715 

Bushels of Potatoes Picked by Boys 53,100 20,000 57,036 

Truck Gardening 

(Da3'S Worked by Boys) 

Planting Vegetables 456 

Transplanting Vegetables 429 

Cultivating Vegetables 2,214 

Gathering Vegetables 2,761 

Marketing Vegetables 230 

(Acres of Crops Cared for by Boys) 

Lettuce 23^ 

Beets -. 72 

Radishes 14 

Cabbage 115 

Cauliflower 3 

Tomatoes 32 

Celery 1 

Snap Beans 16 

Peas 13 

Beans 6 

Cucumbers 53 

Carrots 66 

Potatoes 840 

Lima Beans 

Live Stock 

Total Horses on These Farms 218 

Horses Cared for by Boys 27 

Total Cows Milked 161 

Cows Milked by Boys 25 

Quarts Milked by Boys 11,660 

Total Hogs on These Farms 328 



1 


1 


25 


38 


2 


66 


6 


26 


1 


1 


2 


4 


5 


15 


2 


28 


17 


27 


9 


18 


140 


318 




34 


94 


214 


18 


18 


70 


143 


45 


35 


21,260 


16,460 


48 


132 



138 



Nassau 

Hogs Cared for by Boys 24 

Total Poultry on These Farms 8,393 

Poultry Cared for by Boys 536 . 



Queens 


Sufiolk 


15 


15 


713 


2,623 


286 


286 



Net Earnings of Boys 

$8,212.60 $2,199.00 $4,451.32 

SUMMARY 

Work Performed by 252 Boys 



Plowing 

Harrowing 

Cultivating 

Hoeing 

Peas picked by Boys. . . 
Beans picked by Boys . . 
Potatoes picked by Boys 
Planting vegetables .... 
Transplanting vegetables 
Cultivating vegetables. . 
Gathering vegetables . . . 
Marketing vegetables . . 



688 acres 

753 acres 

1,732 acres 

2,551 acres 

3,275 bush. 

2,590 bush. 

130,136 bush. 

814 days 

751 days 

3,436 days 

4,289 days 

432 days 



Live Stock 

Horses cared for 63 

Cows milked daily 105 

Quarts milked 49,380 

Hogs cared for 54 

Poultry cared for 1,108 



Winter wheat harvested 

Oats harvested 

Corn harvested 

Hay harvested 

Rye harvested 

Oats and peas harvested 

Beans harvested 

Cabbage harvested . . . 
Potatoes harvested . . . 1 

Lettuce cared for 

Beets cared for 

Radishes cared for. . . . 
Cabbage cared for ... . 
Cauhflower cared for . . 
Tomatoes cared for . . . 

Celery cared for 

Snap beans cared for. . 

Peas cared for 

Beans cared for 

Cucumbers cared for . . 

Carrots cared for 

Potatoes cared for ... . 1 
Lima beans cared for. . 



14 


acres 


48 


acres 


714 


acres 


287 


acres 


382 


acres 


45 


acres 


88 


acres 


228 


acres 


,320 


acres 


53/^ acres 


108 


acres 


16 


acres 


178 


acres 


70 


acres 


64 


acres 


3 


acres 


22 


acres 


33 


acres 


36 


acres 


97 


acres 


87 


acres 


,298 


acres 


34 


acres 



Total food crops 5,177^ acres 

Small fruit picked .... 300 qts. 
Cranberries 650 bush. 



Net Earnings of Boys 
$14,862.92 
Note. — 59 girls also worked on these farms under our supervision. 



139 
NEW YORK STATE BOYS' WORKING RESERVE 

QUANTITATIVE KEPORT ON FARM SERVICE, 1918 

NEW YORK CITY DIVISION 

SIMMARY OF WORK DONE BY 1,792 NEW YORK CITY BOYS 



Plowing 

Harrowing 

Cultivating 

Hoeing 

Peas picked by boys . . 
Beans picked by boj^s . 
Potatoes picked by boys 
Planting vegetables . . . 
Transplanting vegetab'i 
Cultivating vegetables. 
Gathering vegetables . . 
Marketing vegetables . 



2,850 acres 

9,959 acres 

6,734 acres 

6,154 acres 

3,903 bush. 

3,377 bush. 

130,136 bush. 

3,369 days 

2,135 days 

15,336 days 

8,134 days 

793 days 



Live Stock 

Horses cared for 1,538 

Cows milked daily 2,854 

Quarts milked 1,856,736 

Hogs cared for 1,483 

Poultry cared for 28,221 



Winter wheat harvested 324 acres 

Spring wheat harvested 98 acres 

Oats harvested 1,607 acres 

Barley harvested 36 acres 

Buckwheat harvested . . 255 acres 

Corn harvested 2,014 acres 

Hay harvested 7,177 acres 

Rye harvested 1,384 acres 

Oats and peas harvested 165 acres 

Beans harvested 179 acres 

Cabbage harvested .... 377 acres 

Peas harvested 74 acres 

Potatoes harvested. . . . 1,320 acres 

Lettuce cared for 96 acres 

Beets cared for 262 acres 

Radishes cared for 38 acres 

Cabbage cared for 264 acres 

Cauhflower cared for. .. 88 acres 

Tomatoes cared for. . . . 154 acres 

Celery cared for 35 acres 

Snap beans cared f or . . . 49 acres 

Peas cared for 102 acres 

Beans cared for 171 acres 

Cucumbers cared for. . . 224 acres 

Carrots cared for 226 acres 

Potatoes cared for 6,853 acres 



Total food crops 23,572 acres 



Small fruits picked 373,399 quarts 

Peaches 12 bushels 

Pears 25 bushels 

Plums 58 pecks 

Apples 212 barrels 

Other fruits 78 



140 

Net Earnings of Boys 

$64,877.54 

Note. — 142 New York City girls also worked on these farms. 
Total food crops exclusive of hay and fruit, 16,395 acres 
Total number of boys exclusive of fruit pickers, 996 
Average food produced per boy, 16.4 acres. 



NEW YORK CITY DIVISION 
BROOME COUNTY 

45 Boys, mainly from DeWitt Clinton High School, Mr. Leon Wayave, 

Supervisor 

Employees 

Total Employees 56 

Boys Employed 45 

Girls Employed 16 

Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 2,837 

Total Acres Plowed 545 

Acres Plowed by Boys 2 

Total Acres Harrowed 545 

Acres Harrowed by Boys 67 

Total Acres Cultivated 342 

Acres Cultivated by Boys 55 

Total Acres Hoed 68 

Acres Hoed by Boys 42 

Food Crops Harvested 

Total Acres Winter Wheat 1 

Winter Wheat Credited to Boys 

Total Acres Spring Wheat 2 

Spring Wheat Credited to Boys 

Total Acres Oats 124 

Oats Credited to Boys 27 

Total Acres Barley 24 

Barley Credited to Boys 8 



141 



Total Acres Buckwheat 55 

Buckwheat Credited to Boys 

Total Acres Corn 66 

Corn Credited to Boys 4 

Total Acres Hay 574 

Hay Credited to Boys 192 

Total Acres Rye 136 

R7je Credited to Boys 65 

Total Acres Oats and Peas 2 

Oats and Peas Credited to Boys 2 

Total Acres Beans 4 

Beans Credited to Boys 2 

Total Acres Cabbage 13 

Cabbage Credited to Boys 3 

Total Acres Peas 2 

Peas Credited to Boys 

Bushels of Peas Picked by Boys 38 

Bushels of Beans Picked by Boys 30 

Truck Gardening 

(Days Worked by Boys) 

Planting Vegetables 76 

Transplanting Vegetables 25 

Cultivating Vegetables 178 

Gathering Vegetables 78 

Marketing Vegetables 10 

(Acres of Crops Cared for by Boys 

Cabbage 8 

Cauliflower 

Tomatoes 1 

Celery 4 

Snap Beans 

Peas 1 

Beans 1 

Cucumbers 2 

Carrots 1 

Potatoes 15 

Live Stock 

Total Horses on These Farms 70 

Horses Cared for by Boys 40 



142 



Total Cows Milked 240 

Cows Milked by Boys 45 

Quarts Milked by Boys 25,200 

Total Hogs on These Farms 37 

Hogs Cared for by Boys 15 

Total Poultry on These Farms 804 

Poultry Cared for by Boys 224 

Small Fruits 
(Picked by Boys) 

Strawberries (quarts) 306 

Currants (quarts) 75 

Cherries (pounds) 332 

Blackberries (quarts) 15 

Raspberries (quarts) 15 

Large Fruits 
(Picked by Boys) 

Peaches (bushels) 

Pears (bushels) 

Plums (pecks) 

Others 212 



Net Earnings of Boys 
$952.45 

SUMMARY 



Work Performed by 45 Boys 



Plowing 2 acres 

Harrowing 67 acres 

Cultivating 55 acres 

Hoeing 42 acres 

Planting vegetables 76 days 

Transplanting 25 days 

Cultivating vegetables. ... 178 days 

Gathering vegetables 78 days 

Marketing vegetables .... 10 days 



Oats harvested 27 acres 

Barley harvested 8 acres 

Corn harvested 4 acres 

Hay harvested 192 acres 

Rye harvested 65 acres 

Oats and peas harvested. . 2 acres 

Beans harvested 2 acres 

Cabbage harvested 11 acres 

Tomatoes harvested 1 acre 

Celery harvested 4 acres 

Peas harvested 1 acre 

Cucumbers harvested .... 2 acres 

Carrots harvested 1 acre 

Potatoes harvested 15 acres 



Total food crops 345 acres 



143 



Live Stock 

Horses cared for 40 

Cows milked daily 45 

Quarts milked 25,200 

Hogs cared for 15 

Poultry cared for 224 



Small fruits picked 743 qts. 

Large fruits picked 

Apples 212 bbl. 



Net Earnings 
$952.45 

CHENANGO COUNTY (NORTH) 

35 Boys, mainly from Erasmus Hall and Curtis High School, Mr. Alson A. 

Upham, Supervisor 

Employees 

Total Employees 10 

Boys Employed 35 

Girls Employed 

Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 5,436 

Total Acres Plowed 772 

Acres Plowed by Boys 48 

Total Acres Harrowed 772 

Acres Harrowed by Boys 228 

Total Acres Cultivated 290 

Acres Cidtivated by Boys 222 

Total Acres Hoed 104 

Acres Hoed by Boys 76 

Food Crops Harvested 

Total Acres Winter Wheat 65 

Winter Wheat Credited to Boys 26 

Total Acres Spring Wheat 21 

Spring Wheat Credited to Boys 10 

Total Acres Oats 2*76 

Oafs Credited to Boys 130 

Total Acres Barley 12 

Barley Credited to Boys 



144 



Total Acres Buckwheat 108 

Buckwheat Credited to Boys 

Total Acres Corn 192 

Corn Credited to Boys 

Total Acres Hay 1,540 

Hay Credited to Boys 657 

Total Acres Rye 5 

Rye Credited to Boys 2 

Total Oats and Peas 11 

Oats and Peas Credited to Boys 5 

Total Acres Beans 9 

Beans Credited to Boys 

Total Acres Cabbage 42 

Cabbage Harvested by Boys 

Total Acres Peas 11 

Peas Credited to Boys 2 

Bushels of Peas Picked by Boys 56 

Bushels of Beans Picked by Boys 

Truck Gardening 

(Days Worked by Boys) 

Planting Vegetables 26 

Transplanting Vegetables 6 

Cultivating Vegetables 56 

Gathering Vegetables 

Marketing Vegetables 

(Acres of Crops Cared for by Boys) 

Cabbage 56 

Cauliflower 4 

Tomatoes 

Celery 

Snap Beans 

Peas 2 

Beans 12 

Cucumbers 

Carrots 

Potatoes 42 

Live Stock 

Total Horses on these Farms 128 

Horses Cared for by Boys 92 



145 



Total Cows Milked 620 

Cows Milked by Boys 124 

Quarts Milked by Boys 156,240 

Total Hogs on these Farms 1,772 

Hogs Cared for by Boys 48 

Total Poultry on these Farms 425 

Poultry Cared for by Boys 225 



Small Fruits 

(Picked by Boys) 

Strawberries (quarts) 120 

Currants (quarts) 100 

Cherries (pounds) 

Blackberries (quarts) 

Raspberries (quarts) 

Large Fruits 

(Picked by Boys) 

Peaches (bushels) 

Pears (bushels) 

Plums (pecks) 

Net Earnings of Boys 
$2,205.00 



SUMMARY 
Work Performed by 35 Boys 



Plowing 

Harrowing 

Cultivating 

Hoeing 

Planting vegetables 

Transplanting vegetables 
Cultivating vegetables . . 
Gathering vegetables .... 
Marketing vegetables . . . 
Peas picked 



48 acres Winter wheat harvested . . 26 acres 

228 acres Spring wheat harvested. . . 10 acres 

222 acres Oats harvested 130 acres 

76 acres Hay harvested 657 acres 

26 days Rye harvested 2 acres 

6 days Oats and Peas harvested . . 5 acres 

56 days Peas harvested 2 acres 

. . days Cabbage cared for 56 acres 

. . days Cauliflower cared for 4 acres 

56 bush. Peas cared for 2 acres 

Beans cared for 12 acres 

Potatoes cared for 42 acres 



Total food crops 948 acres 



146 



Live Stock 



Horses cared for 92 Small fruits picked 220 qts. 

Cows milked daily 124 

Quarts milked 156,240 

Hogs cared for 14 

Poultry cared for 425 

Net Earnings of Boys 
$2,205.00 



CHENANGO COUNTY (SOUTH) 

27 Boys, Mainly from Stuyvesant High School 
Mr. Floyd Fernalld, Supervisor 

Employees 

Total Employees 27 

Boys Employed 27 

Girls Employed 

Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 

Total Acres Plowed 

Acres Plowed hij Boys 4 

Total Acres Harrowed 

Acres Harrowed by Boys 296 

Total Acres Cultivated 

Acres Cultivated by Boys 252 

Total Acres Hoed 

Acres Hoed by Boys 37 

Food Crops Harvested 

Total Acres Winter Wheat 

Winter Wheat Credited to Boys 4 

Total Acres Spring Wheat 

Spring Wheat Credited to Boys . 

Total Acres Oats 

Oats Credited to Boys 44 

Total Acres Barley 

Barley Credited to Boys 



147 



Total Acres Buckwheat 

Buckwheat Ci edited to Boys 1 

Total Acres Corn 

Corn Credited to Boys 32 

Total Acres Hay 

Hay Credited to Boys 438 

Total Acres Rye 

Rye Credited to Boys 

Total Oats and Peas 

Oats and Peas Credited to Boys 2 

Bushels of Peas Picked by Boys 1 

Bushels of Beans Picked by Boys 2 

Truck Gardening 

(Days Worked by Boys) 

Planting Vegetables 50 

Transplanting Vegetables 12 

Cultivating Vegetables 

Gathering Vegetables 52 

Marketing Vegetables 

(Acres of Crops Cared for by Boys) 

Cabbage 2 

Cauliflower 

Tomatoes 

Celery 

Snap Beans 

Peas 

Beans 8 

Cucumbers 

Carrots 

Potatoes 29 

Live Stock 

Total Horses on These Farms 

Horses Cared for by Boys 72 

Total Cows Milked 

Cows Milked by Boys 218 

Quarts Milked by Boys 

Total Hogs on These Farms 

Hoga Cared for by Boys 94 

Total Poultry on These Farms 

Poultry Cared for by Boys 800 



148 

Small Fruits 

(Picked by Boys) 

Strawberries (quarts) 116 

Blackberries (quarts) 20 

Raspberries (quarts) 186 

Net Earnings of Boys 
$1,506.00 

SUMMARY 
Work Performed by 27 Boys 



Plowing 

Harrowing 

Cultivating 

Hoeing 

Peas picked 

Beans picked 

Planting vegetables 

Transplanting vegetables 
Gathering vegetables 



4 acres 

296 acres 

252 acres 

37 acres 

1 bush. 

2 bush. 
50 days 
12 days 
52 days 



Winter Wheat harvested . 4 acres 

Oats harvested 44 acres 

Buckwheat harvested .... 1 acre 

Corn harvested 32 acres 

Hay harvested 438 acres 

Oats and Peas harvested . . 2 acres 

Cabbage cared for 2 acres 

Beans cared for 8 acres 

Potatoes cared for 29 acres 



Live Stock 

Horses cared for 72 

Cows milked daily 218 

Hogs cared for 94 

Poultry cared for 800 



Total food crops . 
Small fruits picked 



560 acres 
322 qts. 



Net Earnings of Boys 
$1,506.00 

COLUMBIA COUNTY 



58 Boys, Mainly from Commercial High School 
Mr. H. G. Greene, Supervisor 

Employees 

Total Employees 102 

Boys Employed 58 

Girls Employed 2 



149 



Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 9,056 

Total Acres Plowed 2,800 

Acres Plowed by Boys 187 

Total Acres Harrowed 2,800 

Acres Harrowed by Boys 1,015 

Total Acres Cultivated 1,200 

Acres Cultivated by Boys 530 

Total Acres Hoed 275 

Acres Hoed by Boys 80 

Food Crops Harvested 

Total Acres Winter Wheat 20 

Winter Wheat Credited to Boys 6 

Total Acres Spring Wheat 40 

Spring Wheat Credited to Boys 13 

Total Acres Oats , 401 

Oats Credited to Boys 97 

Total Acres Barley 4 

Barley Credited to Boys 1% 

Total Acres Buckwheat 105 

Buckwheat Credited to Boys 20 

Total Acres Corn 506 

Corn Credited to Boys 131 

Total Acres Hay 2,201 

Hay Credited to Boys 484 

Total Acres Rye 475 

Rye Credited to Boys 135 

Total Acres Oats and Peas 13 

Oats and Peas Credited to Boys 5 

Total Acres Cabbage 2 

Cabbage Credited to Boys 

Total Acres Beans 13 

Beans Credited to Boys 6 

Total Acres Peas 2 

Peas Credited to Boys 

Bushels of Peas Picked by Boys 16 

Bushels of Beans Picked by Boys 7 

Truck Gardening 

(Days Worked by Boys) 

Planting Vegetables 91 

Transplanting Vegetables 18 



150 



Cultivating Vegetables 118 

Gathering Vegetables 99 

Marketing Vegetables 15 

(Acres of Crops Cared for by Boys) 

Lettuce 2 

Beets 3 

Radishes 1 

Cabbage 2 

Cauliflower 1 

Tomatoes 2 

Celery 1 

Snap Beans 1 

Peas 5 

Beans 6 

Carrots , 2 

Potatoes 51 

Live Stock 

Total Horses on These Farms 174 

Horses Cared for by Boys 92 

Total Cows Milked 465 

Cows Milked by Boys 136 

Quarts Milked by Boys 166,800 

Total Hogs on These Farms 250 

Hogs cared for by Boys 132 

Total Poultry on These Farms 4,100 

Poultry Cared for by Boys 1,600 

Net Earnings op Boys 
$2,434.25 



SUMMARY 

Work Performed by 58 Boys 

Plowing 187 acres Winter Wheat harvested 6 acres 

Harrowing 1,015 acres Spring Wheat harvested. 13 acres 

Cultivating 530 acres Oats harvested 97 acres 

Hoeing 80 acres Barley harvested 1}4 acres 

Peas picked 16 bush. Buckwheat harvested . . 20 acres 

Beans picked 7 bush. Corn harvested 131 acres 

Planting vegetables .... 91 days Hay harvested 484 acres 



151 



Transplanting veget'bl's 18 days 

Cultivating vegetables.. 118 days 

Gathering vegetables ... 99 days 

Marketing vegetables . . 15 days 



Live Stock 

Horses cared for 92 

Cows milked daily 136 

Quarts milked 166,800 

Hogs cared for 132 

Poultry cared for 1,600 



Rye harvested 135 acres 

Oats and Peas harvested 5 acres 

Beans harvested 6 acres 

Lettuce cared for 2 acres 

Beets cared for 3 acres 

Radishes cared for 1 acre 

Cabbage cared for 2 acres 

Cauliflower cared for. . . 1 acre 

Tomatoes cared for .... 2 acres 

Celery cared for 1 acre 

Snap Beans cared for. . . 1 acre 

Peas cared for 5 acres 

Beans cared for 6 acres 

Carrots cared for 2 acres 

Potatoes cared for.-. ... 51 acres 

Total food crops 9753^ acres 



Net Earnings of Boys 
S2,434.25 



COLUMBIA COUNTY 

41 Boys, Mainly from Commercial High School 
Mr. Floyd J. Melvin, Supervisor 



Employees 

Total Employees 40 

Boys Employed 41 

Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 9,240 

Total Acres Plowed 1,987 

Acres Plowed by Boys 42 

Total Acres Harrowed 1,568 

Acres Harrowed by Boys 436 

Total Acres Cultivated 680 

Acres Cultivated by Boys 421 

Total Acres Hoed 467 

Acres Hoed by Boys 324 



152 



Food Crops Harvested 

Total Acres Winter Wheat 37 

Winter Wheat Credited to Boys 13 

Total Acres Spring Wheat 11 

Spring Wheat Credited to Boys 4 

Total Acres Oats 564 

Oats Credited to Boys 387 

Total Acres Barley 13 

Barley Credited to Boys 5 

Total Acres Buckwheat Ill 

Buckwheat Credietd to Boys 18 

Total Acres Corn 322 

Corn Credited to Boys 187 

Total Acres Hay 2,741 

Hay Credited to Boys 936 

Total Acres Rye 786 

Rye Credited to Boys 397 

Total Acres Beans 6 

Beans Credited to Boys 4 

Total Acres Cabbage 2 

Cabbage Credited to Boys 2 

Total Acres Peas 1 

Peas Credited to Boys 1 

Bushels of Peas Picked by Boys 5 

Bushels of Beans Picked by Boys 8 

Truck Gardening 

(Days Worked by Boys) 

Planting Vegetables 57 

Transplanting Vegetables 4 

Cultivating Vegetables 121 

Gathering Vegetables 32 

(Acres of Crops Cared for by Boys) 

Lettuce 1 

Beets 8 

Radishes 1 

Cabbage 2 

Tomatoes 1 

Snap Beans 2 

Peas 2 

Beans 6 

Carrots 1 

Potatoes 110 



153 



Live Stock 

Total Horses on These Farms 190 

Horses Cared for by Boys 45 

Total Cows Milked 386 

Cows Milked by Boys 147 

Quarts Milked by Boys 105,840 

Total Hogs on These Farms 176 

Hogs Cared for by Boijs 88 

Total Poultry on These Farms 9,440 

Poultry Cared for by Boys 4,680 



Net Earnings of Boys 
$2,650.00 



SUMMARY 

Work Performed by 41 Boys 



Plowing 42 acres 

Harrowing 436 acres 

Cultivating v^^ acres 

Hoeing ^?24 acres 

Peas picked 5 bush. 

Beans picked 8 bush. 

Planting vegetables 57 days 

Transplanting vegetables . 4 days 
Cultivating vegetables.. . . 121 days 
Gathering vegetables 32 days 



Live Stock 

Horses cared for 

Cows milked daily 

Quarts milked by boys . . 
Hogs cared for 



45 
147 

105,840 
88 
Poultry cared for 4,680 



Winter Wheat harvested. 
Spring Wheat harvested. 

Oats harvested 

Barley harvested 

Buckwheat harvested . . . 

Corn harvested 

Hay harvested 

Rye harvested 

Beans harvested 

Cabbage harvested 

Peas harvested 

Lettuce cared for 

Beets cared for 

Radishes 

Cabbage cared for 

Tomatoes cared for 

Snap Beans cared for ... 

Peas cared for 

Beans cared for 

Carrots 

Potatoes 



13 acres 

4 acres 
387 acres 

5 acres 
18 acres 

187 acres 
936 acres 
397 acrse 
4 acres 
2 acres 
1 acre 
1 acre 
8 acres 

1 acre 

2 acres 

1 acre 

2 acres 
2 acres 

6 cares 
1 acre 

1 10 acres 



Total food crops 2,088 acres 

Net Earnings of Boys 
$2,650.00 



154 

CORTLAND COUNTY 

31 Boys, Mainly from Morris High School 
Mr. Frank G. Trapp, Supervisor 

Employees 

Total Employees 31 

Boys Employed 31 

Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 3,100 

Total Acres Plowed 1,240 

Acres Plowed by Boys 155 

Total Acres Harrowed 1,240 

Acres Harrowed by Boys 775 

Total Acres Cultivated 310 

Acres Cultivated by Boys 155 

Total Acres Hoed 124 

Acres Hoed by Boys 21 

Food Crops Harvest^® 

Total Acres Winter Wheat 93 

Winter Wheat Credited to Boys 16 

Total Acres Oats 465 

Oats Credited to Boys 93 

Total Acres Buckwheat 186 

Buckwheat Credited to Boys 

Total Acres Hay 1,240 

Hay Credited to Boys 465 

Total Acres Cabbage 62 

Cabbage Credited to Boys 

Total Acres Peas 62 

Peas Credited to Boys 15 

Truck Gardening 

(Days Worked by Boys) 

Planting Vegetables 310 

Transplanting Vegetables 93 

Cultivating Vegetables 775 

(Acres of Crops Cared for by Boys) 

Potatoes 62 



155 

Live Stock 

Total Horses on these Farms 93 

Horses Cared for hij Boys 93 

Total Cows Milked 465 

Cows Milked by Boys 165 

Quarts Milked by Boys .' 348,800 

Total Hogs on these Farms 93 

Hogs Cared for by Boys 93 

Total Poultry on these Farms 3,100 

Poultry Cared for by Boys 

Net Earnings of Boys 
$2,635.00 

SUMMARY 

Work Performed by 31 Boys 

Plowing 155 acres Winter Wheat harvested . 16 acres 

Harrowing 775 acres Oats harvested 93 acres 

Cultivating 155 acres Hay harvested 465 acres 

Hoeing 21 acres Peas harvested 15 acres 

Planting vegetables 310 days Potatoes cared for 62 acres 

Transplanting vegetables . 93 days 

Cultivating vegetables.. . . 775 days Total food crops 651 acres 

Live Stock 

Horses cared for 93 

Cows milked daily 165 

Quarts milked by boys 348,800 

Hogs cared for 93 

Poultry cared for 

Net Earnings of Boys 
$2,635.00 



DELAWARE COUNTY 

74 Boys, Mainly from Curtis and Richmond Hill High Schools 
Thomas F. Kane and F. D. Robinson, Supervisors 

Employees 

Total Employees 114 

Boys Employed 74 



156 



Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 14,000 

Total Acres Plowed " 400 

Acres Plowed by Boys 50 

Total Acres Harrowed 1,400 

Acres Harrowed by Boys 800 

Total Acres Cultivated 150 

Acres Cultivated by Boys 75 

Total Acres Hoed 75 

Acres Hoed by Boys 50 

Food Crops Harvested 

Total Acres Spring Wheat 75 

Spring Wheat Credited to Boys 

Total Acres Oats 500 

Oats Credited to Boys 50 

Total Acres Buckwheat 300 

Buckwheat Credited to Boys 40 

Total Acres Corn 200 

Corn Credited to Boys 

Total Acres Hay 3,000 

Hay Credited to Boys 1,000 

Live Stock 

Total Horses on These Farms 210 

Horses Cared for by Boys 100 

Total Cows Milked 2,400 

Cows Milked by Boys 560 

Quarts Milked by Boys 400,000 

Total Hogs Cared for 150 

Hogs Cared for by Boys 100 

Total Poultry on These Farms 3,000 

Poultry Cared for by Boys 1,000 

Net Earnings by Boys 
$5,474.00 



Plowing 50 acres 

Harrowing 800 acres 

Cultivating 75 acres 

Hoeing 50 acres 



SUMMARY 

Work Performed by 74 Boys 
Oats harvested 



50 acres 

Buckwheat harvested ... 40 acres 
Hay harvested 1,000 acres 



Total food crops 1,090 acres 



157 



Live Stock 

Horses cared for 100 

Cows milked daily 5G0 

Quarts milked by boys 400,000 

Hogs cared for 100 

Poultry cared for 1,000 

Net Earnings of Boys 
$5,474.00 



DUTCHESS COUNTY 



30 Boys, Mainly from Eastern District High School 
Mr. William Kauffman, Supervisor 



Employees 

Total Employees 64 

Boys Employed 30 

Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 3,000 

Total Acres Plowed 600 

Acres Plowed by Boys 60 

Total Acres Harrowed 1,200 

Acres Harrowed by Boys 210 

Total Acres Cultivated 300 

Acres Cultivated by Boys 120 

Total Acres Hoed 200 

Acres Hoed by Boys 150 

Food Crops Harvested 

Total Acres Oats 240 

Oats Credited to Boys 50 

Total Acres Hay 700 

Hay Credited to Boys 100 

Total Acres Rye 50 

Rye Credited to Boys 10 



158 

Truck Gardening 
(Days Worked by Boys) 

Planting Vegetables 90 

Transplanting Vegetables 40 

Cultivating Vegetables 300 

Gathering Vegetables 100 

(Acres of Crops Cared for by Boys) 
Potatoes 30 

Live Stock 

Total Horses on These Farms 90 

Horses Cared for by Boys 20 

Total Cows Milked 600 

Cows Milked by Boys 30 

Quarts Milked by Boys 25,000 

Total Hogs on These Farms 120 

Hogs Cared for by Boys 40 

Total Poultry on These Farms 3,000 

Poultry Cared for by Boys 500 

Net Earnings of Boys 
$1,200.00 

SUMMARY 
Work Perfromed by 30 Boys 

Plowing 60 acres Oats harvested 50 acres 

Harrowing 210 acres Hay harvested 100 acres 

Cultivating 120 acres Rye harvested 10 acres 

Hoeing 150 acres 

Planting vegetables 90 days Total food crops 160 acres 

Transplanting Vegetables . 40 days 
Cultivating vegetables. . . . 300 days 
Gathering vegetables 100 days 

Live Stock 

Horses cared for 20 

Cows milked daily 30 

Quarts milked by boys 25,000 

Hogs cared for 40 

Poultry cared for 500 

Net Earnings of Boys 
$1,200.00 



159 
GREENE COUNTY 

25 Boys, Mainly from Stuyvesant High School 
Mr. Thomas F. Kane, Supervisor 

Employees 

Total Employees 30 

Boys Employed 25 

Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 3,420 

Total Acres Plowed 618 

Acres Plowed hy Boys 34 

Total Acres Harrowed 398 

Acres Harrowed hy Boys 90 

Total Acres Cultivated 4,066 

Acres Cidtivated by Boys 104 

Total Acres Hoed 318 

Acres Hoed hy Boys 156 

Food Crops Harvested 

Total Acres Winter Wheat 12 

Winter Wheat Credited to Boys 8 

Total Acres Spring Wheat 20 

Spring Wheat Credited to Boys 6 

Total Acres Oats 414 

Oats Credited to Boys 176 

Total Acres Barley 30 

Barley Credited to Boys 20 

Total Acres Buckwheat 128 

Buckwheat Credited to Boys 64 

Total Acres Corn 168 

Coen Credited to Boys 112 

Total Acres Hay 414 

Hay Credited to Boys 262 

Total Acres Rye 46 

Rye Credited to Boys 42 

Total Acres Beans 48 

Beans Credited to Boys 40 

Total Acres Cabbage 36 

Cabbage Credited to Boys 18 



160 



Total Acres Peas 22 

Peas Credited to Boys 4 

Bushels of Peas Picked by Boys 70 

Bushels of Beans Picked by Boys 122 

Truck Gardening 
(Days Worked by Boys) 

Planting Vegetables 88 

Transplanting Vegetables 44 

Cultivating Vegetables 344 

Gathering Vegetables 206 

Marketing Vegetables 8 

(Acres of Crops Cared for by Boys) 

Lettuce 6 

Beets 2 

Radishes 4 

Cabbage 20 

Cauliflower 4 

Tomatoes 20 

Celery 2 

Snap Beans 8 

Peas 4 

Beans 10 

Cucumbers 14 

Carrots 10 

Potatoes 36 

Live Stock 

Total Horses on These Farms 72 

Horses Cared for by Boys 46 

Total Cows Milked 116 

Cows Milked by Boys 36 

Quarts Milked by Boys 11,000 

Total Hogs on These Farms 155 

Hogs Cared for by Boys 114 

Total Poultry on These Farms 2,220 

Poultry Cared for by Boys 1,080 

Small Fruits 
(Picked by Boys) 

Strawberries (quarts) 2,920 

Currants (quarts) 660 

Cherries (pounds) 584 



161 



Blackberries ((luarts) 480 

Blackcaps (pints) 20 

Raspberries (quarts) 0,540 

Others 310 

Large Fruits 

Pears (bushels) 133 

Plums (pecks) 15 

Others 105 



Net Earnings of Boys 
Sl,250.00 

SUMMARY 
Work Performed by 25 Boys 



Plowing 

Harrowing 

Cultivating 

Hoeing 

Peas picked 


34 acres 

90 acres 
. 104 acres 
. 156 acres 

70 bush. 
. 122 bush. 
. 88 days 

44 days 

. 344da3's 

. 206 days 

8 days 

.1,504 qts. 
253 bbls. 

46 

36 

1,000 

114 

1,080 

Net Earnk^ 

$1,2. 


Winter Wheat harvested. , 
Spring Wheat harvested . . 

Oats harvested 

Barley harvested 

Buckwheat harvested . . . . 

Corn harvested 

Hay harvested 

Rye hra vested 

Beans harvested 


8 acres 

6 acres 

176 acres 

20 acres 


Beans picked 




Planting vegetables 

Transplanting vegetables 
Cultivating vegetables. . . 


262 acres 
42 acres 
40 acres 


Gathering vegetables 

Marketing vegetables . . . 

Small fruits picked 1 


Cabbage harvested 

Peas harvested 


18 acres 
4 acres 


Lettuce cared for 

Beets cared for. . . . 


6 acres 
2 acres 


Large fruits picked .... 

Live, Stock 

Horses cared for 


Radishes cared for 

Cabbage cared for 

Cauliflower cared for 

Tomatoes cared for 

Celery cared for 


4 acres 
20 acres 

4 acres 
20 acres 

2 acres 


Cows milked daily 

Quarts milked 1 

Hogs cared for 

Poultry cared for 


Snap beans cared for 

Peas cared for 


8 acres 
4 acres 


Beans cared for 


10 acres 


Cucumbers cared for 

Carrots 

Potatoes 

Total food crops 

s^GS OF Boys 
50.00 


14 acres 
10 acres 
36 acres 

892 acres 



162 

MADISON COUNTY 

35 Boys, Mainly from Erasmus Hall High School 
Mr. Charles R. Fay, Supervisor 

Employees 

Total Employees 7 

Boys Employed 35 

Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 4,029 

Total Acres Plowed 895 

Acres Plowed by Boys 365 

Total Acres Harrowed 1,170 

Acres Harrowed by Boys 1,022 

Total Acres Cultivated 410 

Acres Cultivated by Boys 233 

Total Acres Hoed 132 

Acres Hoed by Boys 52 

Food Crops Harvested 

Total Acres Winter Wheat 113 

Winter Wheat Credited to Boys 41 

Total Acres Spring Wheat 25 

Spring Wheat Credited to Boys. 11 

Total Acres Oats 364 

Oats Credited to Boys 166 

Total Acres Barley 6 

Barley Credited to Boys 2 

Total Acres Buckwheat 70 

Buckwheat Credited to Boys 29 

Total Acres Corn 214 

Corn Credited to Boys 93 

Total Acres Hay 1,153 

Hay Credited to Boys 526 

Total Acres Beans 14 

Beans Credited to Boys 7 

Total Acres Cabbage 13 

Cabbage Credited to Boys 7 

Total Acres Peas 47 

Peas Credited to Boys 23 

Bushels of Beans Picked by Boys 9 



163 

Live Stock 

Total Horses on These Farms 119 

Horses Cared for by Boys 84 

Total Cows Milked 564 

Cows Milked by Boys 273 

Quarts Milked by Boys 141,300 

Total Hogs on These Farms 72 

Hogs Cared for by Boys 3 

Total Poultry on These Farms 1,699 

Poultry Cared for by Boys 

Net Earnings of Boys 

$2,278.25 

SUMMARY 

Work Performed by 35 Boys 

Plowing 365 acres Winter Wheat harvested.. 41 acres 

Harrowing 1,022 acres Spring Wheat harvested. . 11 acres 

Cultivating 233 acres Oats harvested 166 acres 

Hoeing 52 acres Barley harvested 2 acres 

Beans picked 9 bush. Buckwheat harvested .... 29 acres 

Corn harvested 93 acres 

Live Stock Hay harvested 526 acres 

Horses cared for 84 Beans harvested 7 acres 

Cows milked daily 273 Cabbage harvested 7 acres 

Quarts milked 141,300 Peas harvested 23 zcres 

Hogs cared for 3 

Poultry cared for — Total food crops 905 acres 

Net Earnings of Boys 

$2,278.25 



MADISON COUNTY 

20 Boys, Mainly from Erasmus Hall High School 
Mr. Arthur M. Townscnd, Supervisor 

Employees 

Total Employees 20 

Boys Employed 20 



164 



Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 3,560 

Total Acres Plowed 640 

Acres Plowed by Boys 44 

Total Acres Harrowed 640 

Acres Harrowed by Boys 254 

Total Acres Cultivated 280 

Acres Cultivated by Boys 104 

Total Acres Hoed 150 

Acres Hoed by Boys 52 

Food Crops Harvested 

Total Acres Winter Wheat. 20 

Winter Wheat Credited to Boys 7 

Total Acres Spring Wheat 10 

Spring Wheat Credited to Boys 

Total Acres Oats 224 

Oats Credited to Boys 20 

Total Acres Barley 10 

Barley Credited to Boys 

Total Acres Buckwheat 40 

Buckwheat Credited to Boys 10 

Total Acres Corn 200 

Corn Credited to Boys ■ 

Total Acres Hay 1,320 

Hay Credited to Boys 340 

Total Acres Cabbage 10 

Cabbage Credited to Boys 

Total Acres Peas 10 

Peas Credited to Boys 4 

Truck Gardening 

(Days Worked by Boys) 

Planting Vegetables 10 

Cultivating Vegetables 20 

Live Stock 

Total Horses on These Farms 80 

Horses Cared for by Boys 40 

Total Cows Milked 580 

Cows Milked by Boys 100 

Quarts Milked by Boys 94,800 

Total Hogs on These Farms 60 



165 



Hogs Cared for by Boys 21 

Total Poultry on These Farms 2,260 

PouUry Cared for by Boys 580 

Net Earnings of Boys 
$1,863.00 

SUMMARY 



Winter Wheat harvested.. 7 acres 

Oats harvested 20 acres 

Buckwheat harvested .... 10 acres 

Hay harvested 340 acres 

Peas harvested 4 acres 

Total food crops 381 acres 



Plowing 44 acres 

Harrowing 254 acres 

Cultivating 104 acres 

Hoeing 52 acres 

Planting vegetables 10 days 

Cultivating vegetables. ... 20 da3's 

Live Stock 

Horses cared for 40 

Cows milked daily 100 

Quarts milked 94,800 

Hogs cared for 21 

Poultry cared for 580 

Net Earnings of Boys 
$1,863.00 

ORANGE COUNTY 

40 Boys, Mainly from Mamual Training High School 
Mr. C. C. McCall, Supervisor 



Employees 

Total Employees 50 

Boys Emploj^ed 40 

Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 4,750 

Total Acres Plowed. . . . ' 900 

Acres Plowed by Boys 

Total Acres Harrowed 900 

Acres Harrowed by Boys 300 

Total Acres Cultivated 600 

Acres Cultivated by Boys 300 



166 



Food Crops Harvested 

Total Acres Winter wheat 300 

Winter Wheat Credited to Boys 

Total Acres Corn 600 

Corn Credited to Boys 

Total Acres Rye 1,000 

Rye Credited to Boys 200 

Total Acres Oats and Peas 75 

Oats and Peas Credited to Boys 10 

Truck Gardening 

(Days Worked by Boys) 

Planting Vegetables 150 

Transplanting Vegetables 180 

Cultivating Vegetables 1,500 

Gathering Vegetables 400 

(Acres of Crops Cared for by Boys) 

Lettuce 4 

Beets 10 

Cabbage 2 

Tomatoes 8 

Celery 16 

Snap Beans 5 

Peas 5 

Potatoes 20 

Live Stock 

Total Horses on these Farms 120 

Horses Cared for hy Boys 25 

Total Cows Milked 900 

Cows Milked hy Boys 160 

Quarts Milked by Boys 

Total Hogs on These Farms 90 

Hogs Cared for hy Boys 

Total Poultry on These Farms 3,000 

Poultry Cared for hy Boys 500 

Net Earnings of Boys 
$2,400.00 



167 



SUMMARY 



Work Performed by 40 Boys 



Plowing acres 

Harrowing 300 acres 

Cultivating 300 acres 

Planting vegetables 150 days 

Transplanting vegetables 180 days 
Cultivating vegetables.. . 1,500 days 
Gathering vegetables 400 days 

Live Stock 

Horses cared for 25 

Cows milked daily 160 

Poultry cared for 500 



Rye harvested 200 acres 

Oats and Peas harvested. . 10 acres 

Lettuce cared for 4 acres 

Beets cared for 10 acres 

Cabbage cared for 2 acres 

Tomatoes cared for 8 acres 

Celery cared for 16 acres 

Snap Beans acred for .... 5 acres 

Peas cared for 5 acres 

Potatoes cared for 20 acres 

Total food crops 280 acres 



Net Earnings of Boys 
$2,400.00 



PUTNAM COUNTY 

60 Boys, Mainly from Morris High School 
Mr. Fred C. White, Supervisor 

Employees 

Total Employees 62 

Boys Employed 60 

Girls Employed 11 

Plowing, Harrowing, Cultivating, Hoeing 

Total acres in Farms 4,229 

Total Acres Plowed 1,062 

Acres Plowed by Boys 58 

Total Acres Harrowed 1,062 

Acres Harrowed by Boys 326 

Total Acres Cultivated 664 

Acres Cultivated by Boys 237 

Total Acres Hoed 475 

Acres Hoed by Boys 228 

Food Crops Harvested 

Total Acres Winter Wheat 2 

Winter Wheat Credited to Boys 

Total Acres Spring Wheat 27 



168 



Spring Wheat Credited to Boys 

Total Acres Oats 166 

Oats Credited to Boys 39 

Total Acres Buckwheat 31 

Buckwheat Credited to Boys 

Total Acres Corn 576 

Cor7i Credited to Boys 57 

Total Acres Hay 1,416 

Hay Credited to Boys 357 

Total Acres Rye 9 

Rye Credited to Boys 4 

Total Acres Oats and Peas 15 

Oats and Peas Credited to Boys 6 

Total Acres Beans 3 

Beans Credited to Boys 1 

Total Acres Cabbage 2 

Cabbage Credited to Boys 1 

Bushels of Peas Picked by Boys 50 

Bushels of Beans Picked by Boys 30 

Truck Gardening 
(Days Worked by Boys) 

Planting Vegetables 96 

Transplanting Vegetables 60 

Cultivating Vegetables 100 

Gathering Vegetables 24 

(Acres of Crops Cared for by Boys) 

Beets 5 

Cabbage 2 

Peas 1 

Beans 4 

Potatoes 40 

Live Stock 

Total Horses on These Farms 112 

Horses Cared for by Boys 64 

Total Cows Milked 1,190 

Cows Milked by Boys 180 

Quarts Milked by Boys 81,600 

Total Hogs on These Farms 163 

Hogs Cared for by Boys 50 

Total Poultry on These Farms 1,548 

Poultry Cared for by Boys 600 



169 



Small Fruits 

(Picked by Boys) 

Strawberries (quarts) 16 

Currants (quarts) 7 

Cherries (pounds) 160 

Blackberries (quarts) 30 

Blackcaps (pints) 20 

Raspberries (quarts) 75 

Grapes (pounds) 30 

Large Fruits 

Pears (bushels) 6 

Plums (pecks) 30 

Others 6 

Net Earnings of Boys 
$3,244.00 



Plowing 

Harrowing 

Cultivating 

Hoeing 

Peas picked 

Beans picked 

Planting vegetables 

Transplanting vegetables . 
Cultivating vegetables. . . 
Gathering vegetables .... 



SUMMARY 

58 acres Oats harvested 

326 acres Corn harvested 

237 acres Hay harvested 

228 acres Rye harvested 

50 bush. Oats and Peas harvested 

30 bush. Beans harvested 

96 da3^s Cabbage harvested 

60 days Beets cared for 

100 days Cabbage cared for 

24 acres Peas cared for 

Beans 

Potatoes 



39 acres 
57 acres 

357 acres 

4 acres 
6 acres 
1 acre 

1 acre 

5 acres 

2 acres 
1 acre 
4 acres 

40 acres 



Live Stock 

Horses cared for 64 

Cows milked daily 180 

Quarts milked 81,600 

Hogs cared for 50 

Poultry cared for 600 



Total food crops 517 acres 

Small fruits picked 328 qts. 

Pears picked 6 bu. 

Plums picked 30 pk. 

Others 6 bu. 



Net Earnings of Boys 
$3,244.00 



170 

SUFFOLK COUNTY 

91 Boys, Mainly from Stuyvesant High School 
Mr. Joseph Corbett and Mr. Arthur L. Crossley, Supervisors 

Employees 

Total Employees 637 

Boys Enployed 91 

Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 8,582 

Total Acres Plowed 8,582 

Acres Plowed by Boys 560 

Total Acres Harrowed 8,582 

Acres Harrowed by Boys 560 

Total Acres Cultivated 8,582 

Acres Cultivated by Boys 1,226 

Total Acres Hoed 1,226 

Acres Hoed by Boys 1,226 

Food Crops Harvested 

Total Acres Buckwheat 282 

Buckwheat Credited to Boys 40 

Total Acres Corn 2,200 

Corri Credited to Boys 311 

Total Acres Hay 300 

Hay Credited to Boys 41 

Total Acres Rye 600 

Rye Credited to Boys 86 

Total Acres Cabbage 200 

Cabbage Credited to Boys 30 

Truck Gardening 

(Days Worked by Boys) 

Planting Vegetables 300 

Transplanting Vegetables 540 

Cultivating Vegetables 6,300 

Gathering Vegetables 2,010 

Marketing 300 



171 



(Acres of Crops Cared for by Boys) 

Lettuce 60 

Beets 100 

Cabbage 30 

Tomatoes 30 

Carrots 70 

Potatoes 4,740 

Live Stock 

Total Horses on These Farms 400 

Horses Cared for by Boys 400 

Total Cows Milked 360 

Cows Milked by Boys 200 

Quarts Milked by Boys 

Total Hogs on These Farms 421 

Hogs Cared for by Boys 299 

Total Poultry on These Farms 6,543 

Poultry Cared for by Boys 3,872 

Net Earnings of Boys 
$8,060.00 



SUMMARY 



Work Performed by 91 Boys 



Plowing 560 acres 

Harrowing 560 acres 

Cultivating 1,226 acres 

Hoeing 1,226 acres 

Planting vegetables 300 days 

Transplanting vegetables 540 days 
Cultivating vegetables. . . 6,300 days 
Gathering vegetables. . . . 2,010 days 
Marketing vegetables. . . 300 days 

Live Stock 

Horses cared for 400 

Cows milked daily 200 

Quarts milked 

Hogs cared for 299 

Poultry cared for 3,872 



Buckwheat harvested ... 40 acres 

Corn harvested 311 acres 

Hay harvested 41 acres 

Rye harvested 86 acres 

Cabbage harvested 30 acres 

Lettuce cared for 60 acres 

Beets cared for 100 acres 

Cabbage cared for 30 acres 

Tomatoes cared for 30 acres 

Carrots cared for 70 acres 

Potatoes 4,740 acres 

Total food crops 5,538 acres 



Net Earnings of Boys 
$8,060.00 



172 



SULLIVAN COUNTY 

62 Boys, Mainly from New Utrecht High School 
Mr. Joesph Baron, Supervisor 

Employees 

Total Employees 67 

Boys Employed 62 

Girls Employed 13 

Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farm 5,013 

Total Acres Plowed 990 

Acres Plowed by Boys 66 

Total Acres Harrowed 957 

Acres Harrowed by Boys 346 

Total Acres Cultivated 669 

Acres Cultivated by Boys 183 

Total Acres Hoed 466 

Acres Hoed by Boys 217 

Food Crops Harvested 

Total Acres Winter Wheat 68 

Winter Wheat Credited to Boys 12 

Total Acres Spring Wheat 39 

Sprijig Wheat Credited to Boys 14 

Total Acres Oats * . . 137 

Oats Credited to Boys 58 

Total Acres Buckwheat 64 

Buckwheat Credited to Boys 13 

Total Acres Corn 156 

Corn Credited to Boys 46 

Total Acres Hay 1,101 

Hay Credited to Boys 367 

Total Acres Rye 31 

Rye Credited to Boys 18 

Total Acres Oats and Peas 13 

Oats and Peas Credited to Boys 6 

Total Acres Beans 14 

Beans Credited to Boys 8 

Total Acres Cabbage 8 

Cabbage Credited to Boys 5 

Total Acres Peas 9 

Peas Credited to Boys .' 8 

Bushels of Peas Picked by Boys 131 

Bushels of Beans Picked by Boys 107 



173 

Truck Gardening 

(Days Worked by Boys) 

Planting Vegetables 441 

Transplanting Vegetables 163 

Cultivating Vegetables 920 

Gathering Vegetables 254 

Marketing Vegetables 23 

(Acres of Crops Cared for by Boys) 

Lettuce 3 

Beets 6 

Radishes 8 

Cabbage 9 

Cauliflower 3 

Tomatoes 7 

Celery 3 

Snap Beans 2 

Peas 8 

Beans 8 

Cucumbers 5 

Carrots 15 

Potatoes 65 

Live Stock 

Total Horses on These Farms 138 

Horses Cared for by Boys 84 

Total Cows on These Farms 528 

Cows Cared for by Boys 185 

Quarts Milked by Boys 66,872 

Total Hogs on These Farms 188 

Hogs Cared for by Boys 164 

Total Poultry on These Farms 10,529 

Poultry Cared for by Boys 6,905 

Small Fruits 

(Picked by Boys) 

Strawberries (quarts) 3 

Cherries (pounds) 56 

Blackberries (quarts) 140 

Raspberries (quarts) 128 

Grapes (pounds) 12 

Others (quarts) 101 



174 



Large Fruits 

(Picked by Boys) 

Peaches (bushels) 

Pears (bushels) 

Plums (pecks) 

Others 

Net Earnings of Boys 
$3,130.00 



6 
5 

28 
72 



SUMMARY 

Work Performed by 62 Boys 



Plowing 

Harrowing 

Cultivating 

Hoeing 

Peas picked 

Beans picked 

Planting vegetables 

Transplanting vegetables. 
Cultivating vegetables. . . 

Gathering vegetables 

Marketing vegetables. . . , 



66 acres 
346 acres 
183 acres 
217 acres 
131 bush. 
107 bush. 
441 days 
163 days 
920 days 
254 days 

23 days 



Live Stock 

Horses cared for 84 

Cows milked daily 185 

Quarts milked 66,872 

Hogs cared for 164 

Poultry cared for 6,905 



Winter W^heat harvested . 
Spring Wheat harvested . 

Oats harvested 

Buckwheat harvested . . . 

Corn harvested 

Hay harvested 

Rye harvested 

Oats and Peas harvested. 

Beans harvested 

Cabbage harvested 

Peas harvested 

Lettuce cared for 

Beets cared for 

Radishes cared for 

Cabbage cared for 

Cauliflower cared for .... 

Tomatoes cared for 

Celery cared for 

Snap Beans 

Peas cared for 

Beans 

Cucumbers cared for. . . . 

Carrots cared for 

Potatoes cared for 



12 acres 

14 acres 
58 acres 

13 acres 
46 acres 

367 acres 

18 acres 

6 acres 

8 acres 

5 acres 
8 acres 
3 acres 

6 acres 

8 acres 

9 acres 
3 acres 

7 acres 
3 acres 
2 acres 

8 acres 
8 acres 
5 acres 

15 acres 
65 acres 



Total food crops 697 acres 



Small fruits picked (quarts) 440 

Large fruits picked, (bushels) 90 

Net Earnings of Boys 
$3,130.00 



175 

ULSTER COUNTY 

43 Boys, mainly from DeWitt Clinton High School 
Mr. Robert Proctor, Supervisor 

Employees 

Total Employees 272 

Boys Employed 43 

Girls Employed 6 

Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 17,673 

Total Acres Plowed 4,719 

Acres Plowed hij Boijs 258 

Total Acres Harrowed 4,633 

Acres Harrowed hij Boys 2,322 

Total Acres Cultivated 2,408 

Acres Cidtivated by Boys 666 

Total Acres Hoed 1'032 

Acres Hoed by Boys 301 

Food Crops Harvested 

Total Acres Winter Wheat 387 

Winter Wheat Credited to Boys 172 

Total Acres Spring Wheat 86 

Srping Wheat Credited to Boys 40 

Total Acres Oats 344 

Oats Credited to Boys 129 

Total Acres Barley 1^ 

Barley Credited to Boys 

Total Acres Buckwheat 142 

Buckwheat Credited to Boys 

Total Acres Corn 623 

Corn Credited to Boys 146 

Total Acres Hay 2,451 

Hay Credited to Boys 99 

Total Acres Rye 1»505 

Rye Credited to Boys 43 

Total Acres Oats and Peas 137 

Oats and Peas Credited to Boys 84 

Total Acres Beans 35 

Beans Credited to Boys 12 



176 



Total Acres Cabbage 45 

Cabbage Credited to Boys 14 

Total Acres Peas 7 

Peas Credited to Boys 2 

Bushels of Peas Picked 107 

Bushels of Beans Picked 139 



Truck Gardening 

(Days Worked by Boys) 

Planting Vegetables 347 

Transplanting Vegetables 84 

Cultivating Vegetables 705 

Gathering Vegetables 302 

(Acres of Crops Cared for by Boys) 

Lettuce 5 

Beets 11 

Radishes 1 

Cauliflower 1 

Tomatoes 7 

Celery 2 

Peas 5 

Beans 53 

Cucumbers 1 

Carrots 14 

Potatoes 68 



Live Stock 

Total Horses on These Farms 258 

Horses Cared for by Boys 54 

Total Cows Milked 989 

Coivs Milked by Boys 98 

Quarts Milked by Boys 81,184 

Total Hogs on These Farms 495 

Hogs Cared for by Boys 116 

Total Poultry on These Farms 6,536 

Poultry Cared for by Boys 2,537 

Net Earnings^of Boys 
$2,365.00 



177 



SUMMARY 



Work Performed by 43 Boys 



Plowing 

Harrowing 

Cultivating 


258 acres 

2,322 acres 

666 acres 

301 acres 
107 bush. 
139 bush. 
347 days 

I 84 days 
705 days 

302 days 

54 

98 

81,184 

116 

2,537 

Net Earnii 

!i!2,3( 


Winter Wheat harvested . . 
Spring Wheat harvested . . 

Oats harvested 

Corn harvested 

Hay harvested 


172 acres 

40 acres 

129 acres 


Hoeing 

Peas picked 


146 acres 
99 acres 


Beans picked 


Rye harvested . . . . . 


43 acres 


Planting vegetables 

Transplanting vegetables 


Oats and Peas harvested., 
Beans harvested 


84 acres 
12 acres 


Cultivating 

Gathering vegetables. . . . 


Cabbage harvested 

Peas harvested . . . 


14 acres 

2 acres 




Lettuce cared for 

Beets cared for 


5 acres 
11 acres 




Radishes cared for 

Cauliflower cared for 

Tomatoes 

Celery cared for 


1 acre 

1 acre 

7 acres 

2 acres 


Live Stock 


Peas cared for 


5 acres 




Beans cared for 


53 acres 


Horses cared for 

Cows milked daily 

Quarts milked 

Hogs cared for 


Cucumbers cared for 

Carrots cared for 

Potatoes cared for 

Total food crops 

vTGS of Boys 
35.00 


1 acre 
14 acres 
68 acres 


Poultry cared for 


909 acres 



WESTCHESTER COUNTY 

98 Boys, Mainl}^ from Stu3^vcsant High School 
Mr. Harry M. Love, Supervisor 



Employees 

Total Employees 301 

Boys Emploj'cd 98 

Girls Employed 25 



178 



Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 7,500 

Total Acres Plowed 2,655 

Acres Plowed by Boys 187 

Total Acres Harrowed 789 

Acres Harrowed by Boys 96 

Total Acres Cultivated 1,062 

Acres Cultivated by Boys 177 

Total Acres Hoed 1,360 

Acres Hoed by Boys 486 

Food Crops Harvested 

Total Acres Winter Wheat 10,350 

Winter Wheat Credited to Boys 

Total Acres Spring Wheat 144 

Spring Wheat Credited to Boys 00 

Total Acres Oats 57 

Oats Credited to Boys 30 

Total Acres Buckwheat 39 

Buckwheat Credited to Boys 

Total Acres Corn 798 

Corn Credited to Boys 139 

Total Acres Hay 809 

Hay Credited to Boijs 416 

Total Acres Rye 74 

Rye Credited to Boys 

Total Acres Oats and Peas 32 

Oats and Peas Credited to Boys 

Total Acres Beans 35 

Beans Credited to Boys 6 

Total Acres Cabbage 61 

Cabbage Credited to Boys 

Total Acres Peas 44 

Peas Credited to Boys 5 

Bushels of Peas Picked by Boys 150 

Bushels of Beans Picked by Boys 300 

Truck Gardening 

(Days Worked by Boys) 

Planting Vegetables 297 

Transplanting Vegetables 113 

Cultivating Vegetables 443 

Gathering Vegetables 273 



179 



(Acres of Crops Cared for by Boys) 

Lettuce 8 

Beets 7 

Radishes 5 

Cabbage ' 12 

Tomatoes 13 

Celery 2 

Snap Beans 4 

Peas 5 

Beans .' 3 

Cucumbers 3 

Carrots 21 

Potatoes 246 

Live Stock 

Total Horses on These Farms 178 

Horses Cared for hy Boys ". 40 

Total Cows Milked 1,346 

Cows Milked hy Boys 50 

Quarts Milked by Boys 62,720 

Total Hogs on These Farms 1,163 

Hogs Cared for hy Boys 63 

Total Poultry on These Farms 20,865 

Poidtry Cared for hy Boys 750 



Net Earnings of Boys 
$2,790.00 

SUMMARY 

Work Performed by 98 Boys 



Plowing 167 acres 

Harrowing 96 acres 

Cultivating 177 acres 

Hoeing 486 acres 

Peas picked by boys 150 bush. 

Beans picked by boys. . . . 300 bush. 

Planting vegetables 297 days 

Transplanting vegetables . 113 days 

Cultivating vegetables.. . . 443 days 

Gathering vegetables 273 days 



Spring Wheat harvested . . 60 acres 

Oats harvested 30 acres 

Corn harvested 139 acres 

Hay harvested 416 acres 

Beans harvested 6 acres 

Peas harvested 5 acres 

Lettuce cared for 8 acres 

Beets cared for 7 acres 

Radishes cared for 5 acres 

Cabbage cared for 12 acres 

Tomatoes cared for 13 acres 

Celery cared for 2 acres 



180 

Live Stock Snap Beans cared for .... 4 acres 

Peas cared for 5 acres 

Horses cared for 40 Beans cared for 3 acres 

Cows milked daily 50 Cucumbers cared for 3 acres 

Quarts milked 62,720 Carrots cared for 21 acres 

Hogs cared for 63 Potatoes cared for 246 acres 

Poultry cared for 750 

Total food crops 985 acres 

Net Earnings of Boys 
$2,790.00 

WESTCHESTER COUNTY 

42 Boys, Mainly from Stuyvesant High School 
Mr. R. W. Sharpe, Supervisor 

Employees 

Total Employees 42 

Boys Employed 42 

Plowing, Harrowing, Cultivating, Hoeing 

Total Acres in Farms 1,575 

Total Acres Plowed 525 

Acres Plowed by Boys 42 

Total Acres Harrowed 525 

Acres Harrowed by Boys 63 

Total Acres Cultivated 525 

Acres Cultivated by Boys 42 

Total Acres Hoed 216 

Acres Hoed by Boys 105 

Food Crops Harvested 

Total Acres Winter Wheat 42 

Winter Wheat Credited to Boys 5 

Total Acres Oats 105 

Oats Credited to Boys 63 

Total Acres Corn 84 

Co7-n Credited to Boys 42 

Total Acres Hay 625 

Hay Credited to Boys 210 



181 



Total Acres Beans 5 

Beans Credited to Boys 5 

Total Acres Cabbage 5 

Cabbage Credited to Boys 5 

Total Acres Peas 21 

Peas Credited to Boys 10 

Bushels of Peas Picked by Boys 42 

Bushels of Beans Picked by Boys 63 

Truck Gardening 

(Days Worked by Boys) 

Planting Vegetables 126 

Transplanting Vegetables 2 

Cultivating Vegetables 20 

Gathering Vegetables 15 

Marketing Vegetables 5 

(Acres of Crops Cared for by Boys) 

Lettuce 2 

Beets 2 

Radishes 2 

Cabbage 5 

Cauliflower 5 

Tomatoes 5 

Celery 2 

Snap Beans 5 

Peas 31 

Beans 5 

Cucumbers 102 

Carrots 5 

Potatoes 21 



Live Stock 

Total Horses on These Farms 178 

Horses Cared for by Boys 84 

Total Cows Milked 252 

Cozes Milked by Boys 42 

Quarts Milked by Boys 40 000 

Total Hogs on These Farms 105 

Hogs Cared for by Boys 20 

Total Poultry on These Farms 3,150 

Poultry Cared for by Boys 1,050 



182 
Small Fruits 



Cherries (pounds) 



300 



Large Fruits 
Pears (bushels) 210 

Net Earnings of Boys 
$1,522.50 



SUMMARY 
Work Performed by 42 Boys 



Plowmg 

Harrowing 

Cultivating 

Hoeing 

Peas picked by boys 

Beans picked by boys . . . . 

Planting vegetables 

Transplanting vegetables . 
Cultivating vegetables . . . 

Gathering vegetables 

Marketing vegetables ... 



42 acres 
03 acres 
42 acres 

105 acres 
42 bush. 
63 bush. 

126 days 

2 days 

20 days 

15 days 

5 days 



Live Stock 

Horses cared for 84 

Cows milked daily 42 

Quarts milked 40,000 

Hogs cared for 20 

Poultry cared for 1,050 

Small fruits picked (lbs.) . 300 

Large fruits picked (bu.) . . 210 



Winter Wheat harvested. 

Oats harvested 

Corn harvested 

Hay harvested 

Beans harvested 

Cabbage harvested 

Peas harvested 

Lettuce cared for 

Beets cared for 

Radishes cared for 

Cabbage cared for 

Cauliflower cared for. . . . 

Tomatoes cared for 

Celery cared for 

Snap Beans cared for . . . 

Peas cared for 

Beans cared for 

Cucumbers cared for .... 

Carrots cared for 

Potatoes cared for 



5 acres 

63 acres 

42 acres 

210 acres 

5 acres 

5 acres 

10 acres 

2 acres 

2 acres 

2 acres 

5 acres 

5 acres 

5 acres 

2 acres 

5 acres 

31 acres 

5 acres 

102 acres 

5 acres 

21 acres 



Total food crops 532 acres 



Net Earnings of Boys 
$1,522.50 



183 



FRUIT PICKING IN ORANGE COUNTY 
Mr. Herbert J. McCreary, In Charge 



School 



Supervisor Boys 



O 



m 



^ 




iX 


a 


m 


c3 


03 


;_ 


« 


o 



Manual TrainingW. R. Jones 17 

Commercial A. Laswell 37 

Commercial W. Kibby \ ^ . 

Commercial T. Lynch / 

P. S. 173 A. Korobow 20 

147 Manhattan. . W. A. Kottman .... 27 

Boys' R. Stryker 42 

Manual Training E. E. Smith 26 

167 Brooklyn. . .H. Haberman 25 

Manual Training J. J. McDonald. ... 29 

Manual TrainingW. C. Richardson. . 27 



.... 9,814 
5,221 4,996 

16,538 

1,445 
18,780 
21,025 
12,969 

4,301 
12,157 
15,550 



674 
50 

9,008 



86 



253 



1,840 
9,523 

15,767 
1,489 

18,388 
720 

7,877 

8,368 

83 



Erasmus J. Dennis 

Manual Training M. Bachelder. . 
Manual Training F. Coding 



Girls 
40 
43 



5,236 
22,299 



7,537 



Net Earnings, $1,141.76 



<, 



184 



FRUIT PICKING IN ULSTER COUNTY 
Mr. Harry W. Millspaugh, In Charge 



School 



Supervisor Boys 



U 



pq 



a 

03 
P4 



O 



DeWitt Clinton.. S. Goldman 39 4,390 10,431 



184 Manhattan. 
DeWitt Clinton. 
79 Manhattan. . 
25 Manhattan. . 
7 Manhattan. . 



H Stiller 33 

Geo. Beal 43 

H. Feldman 49 

A. Kajdin \ 41 

W. Shapiro / 41 



3,685 

84 



1,231 

7,876 
9,368 
3.947 



1,484 



12,735 

15,205 

7,097 

4,420 

18,359 



Morris M. Bergman \ 61 

Morris O. C. Skcclo / 

188 Manhattan.. J. O. Schwarzcnbach 17 

DeWitt Clinton.. D. M. Hooks 20 

DeWitt Clinton.. T. Spector 25 



5,573 96 937 24,813 



6,051 



483 

13,193 

1,001 



W. Irving R. Mullen . . 

Morris M. Bennett. 



Girls 
. 33 
. 26 



16,313 .... 
831 864 



4,697 



20,839 



3,622 
1,557 



Net Earnings, !S914.41 



SUMMARY 

Fruit Picked by 633 Boys and 142 Girls 

Strawberries 19,431 quarts 

Currants 220,083 quarts 

Cherries 12,888 quarts 

Blackberries 1,023 quarts 

Black Currants 1,551 quarts 

Raspberries 185,747 pints 

Gooseberries 96 quarts 

Total 347,946 quarts 

Net Earnings, $2,056.17 

Respectfully submitted, 

FRANK A. REXFORD, 

Supervisor of Farm Service 

and Agricultural Instruction. 



